MARIVELES SENIOR HIGH SCHOOL – SITIOMABUHAY

Cabcaben, Mariveles, Bataan

_____________________________________________________________________
ANALYZING THE RELATIONSHIP BETWEEN ABM STUDENTS’
ENTREPRENEURIAL ATTITUDE AND ENTREPRENEURIAL INTENTION IN
MARIVELES SENIOR HIGH-SCHOOL – SITIO MABUHAY
AY 2024 – 2025

A Research Proposal
Presented to
the Faculty of Senior High School
MARIVELES SENIOR HIGH-SCHOOL – SITIO MABUHAY

In Partial Fulfilment
of the Requirements for the Applied Subject
Practical Research 2

ABM-Group IV

Saito, Reina R.

Ilano, Mariz A.

Yasar, Mariel S.

Ocenar, Jeylyn B.

Maque, Kenway L.

Lovitos, Mary Grace P.

Las Piñas, Justin Ken P.

Antone Maria Victoria L.

FEBRUARY 2025
 CHAPTER I
THE PROBLEM AND ITS BACKGROUND

Introduction

"Knowledge is only potential power. It becomes power only when, and if, it is

organized into definite plans of action and directed to a definite end." Napoleon Hill's 1937

Think and Grow Rich puts the focus on the necessity for knowledge to be utilized with purpose

and intent to become truly beneficial. In entrepreneurship, especially in business, entrepreneurial

attitude and entrepreneurial intention are essential drivers of success. Young entrepreneurs, such

as Senior High School students majoring in Accounting, Business, and Management (ABM),

need to develop a positive attitude towards business problems and a firm intention to engage in

entrepreneurial activities. Furthermore, according to Kusumojanto, et al., (2021), education for

entrepreneurship contributes to the entrepreneurial attitude of the students, and that affects the

business start-up intention of the students significantly. This reveals how entrepreneurial attitude

and intention need to be enhanced as they are the key variables in making the students

entrepreneurial.

Recently, there has been a growing interest in understanding how the entrepreneurial

attitude influences entrepreneurial intentions, particularly among senior high school students in

Accountancy, Business, and Management (ABM). Studies show that features like achievement,

autonomy, risk-taking, as well as determination bear on the students' intentions towards

becoming entrepreneurs (Buyco et al., 2023). However, despite the generally positive

entrepreneurial spirit of Tacurong National High School, researchers have not been able to yield
consistent answers in their empirical studies regarding its direct influence on entrepreneurial

intention. High correlation was found in some studies, while none was recorded in others.

Moreover, the role that external factors like social norms and perceived behavioral control play

in determining entrepreneurial intentions is also left quite broad. Likewise, there has not yet been

a careful exploration of the entrepreneurial attitude on a gender basis, nor its influence on

business aspirations in later years for students. Furthermore, while theoretical learning caters to

providing entrepreneurial education, the action component remains mostly unsatisfied, from

many being nurtured in entrepreneurial attitudes and intentions into becoming exposed to

practical masterminds and mentorship-oriented workshops through structured methodology to

creating real ventures. Theory of entrepreneurship has become practice through an application.

Plans unacted upon become mere wishes, thus further consideration should be given to

examining the action-oriented programs such as business incubation, startup competitions, or

mentorship-driven trainings that can help close the gap between the intention toward

entrepreneurship and the actual behavior.

Garbanzos (2022), research shows that both aspiring and current entrepreneurs placed

in a tense situation, certain entrepreneurial behaviors arise, and up-to-date decisions have to be

made in order to keep their business operating despite the new environment. Azjen (2011),

Entrepreneurial intention and entrepreneurial attitude are two main concepts in understanding

cognitive behaviors, these concepts are part of the Theory of Planned Behavior (TPB) that helps

explain how changes in the business environment and the uniqueness of every individual affect

their perception and behavior towards entrepreneurship. Sarasvathy (2015), when someone

engages in business, an entrepreneur scans and evaluates the environment where the business
will be built, envisions operating transactions, then he or she will establish the mission and

objectives as well as critical areas, performance, and strategies that may apply. The need to start

and operate a business is usually driven by a person's attitudes and intentions toward a particular

behavior therefore it is crucial for ABM students to further enhance their knowledge in

entrepreneurship to more effectively align their attitude with their intentions, particularly as they

prepare to enter the business world in the future.

According to Fayolle and Gailly (2015), formal entrepreneurship education is a

catalyst in shaping students' attitudes, intentions, and general conduct with regard to business

endeavors. This is especially true for the next generation of business leaders. In order to give

students the right education to meet the challenges of the business world, Gibb (2022) also

believes that effective entrepreneurship education should emphasize skills like opportunity

recognition, risk assessment, and effective decision-making for the entrepreneurial landscape.

These skills include "authority and knowledge in their fields to develop a novel topic of thought

or invention." Aptitude for entrepreneurship is a combined product of natural talent and

education acquired through practical experience and exposure to real business scenarios. Many

people and government have seen that entrepreneurial education is seen as a response to the

increasingly complex world we live in, requiring all people and organizations in society to be

increasingly equipped with entrepreneurial competencies (Gibb, 2022) Furthermore, the study

suggested that increasing entrepreneurial training within the school will be valuable to ABM

students in developing entrepreneurial competencies, particularly for characteristics belonging to

the moderate level.

 Section 5 of Republic Act No. 10533, or the "Enhanced Basic Education Act of 2013",

the Department of Education (DepED) shall ensure that the K to 12 curriculums shall be

supported by program on entrepreneurship and financial literacy: Provided, that at the

elementary level, the programs referred to shall principally focus on the ideal values necessary to

become successful entrepreneurs. The Republic Act No. 10679 known as "Youth

Entrepreneurship Act" aimed to promote youth entrepreneurship and financial literacy program

shall be inculcated in all levels of education nationwide. The Commission on Higher Education

(CHED) and the Technical Education and Skills Development Authority (TESDA) shall ensure

the promotion of programs on entrepreneurslup and financial literacy. These articles are aligned

with the researchers' aim to enhance entrepreneurial attitude and entrepreneurial intention for

students who want to be an entrepreneur in the future.

In the focus areas of the study regarding the entrepreneurial attitudes and

entrepreneurial intentions of ABM students at MSHS-Sitio Mabuhay for the school year 2024-

2025, the researchers hope to determine how much entrepreneurial attitudes these students

acquire and how it affects their entrepreneurial intentions. The researchers believe that to unleash

the strengths of the ABM students, it is necessary to understand how their enthusiasm for venture

creation is linked with their aptitude for business management. The researchers noted that having

a good academic basis as the subject that prepared them for the work really is necessary.

However, the true combination of success in the business is observably based on an

entrepreneurial intention that is born of creativity and persistence. This study is of especial

importance to the ABM Strand curriculum since the study seeks to equip students with necessary
skills for careers in business and management. In addition, the study offers different strategies

and suggestions to strengthen students' entrepreneurial attitudes and intentions.

Statement of the problem

This study seeks to determine the relationship between ABM student's entrepreneurial

attitude and entrepreneurial intention at Mariveles Senior High School-Sitio Mabuhay.

Specifically, this study seeks to answer the following questions:

1. What is the profile of the students in terms of:

1.1 Age;

1.2 Gender; and

1.3 Grade Level?

2. What is the level of entrepreneurial attitude in terms of:

2.1 Achievement;

2.2. Autonomy;

2.3. Tendency;

2.4. Risk Taking; and

2.5. Drive and Determination?

3. What is the level of entrepreneurial intention in terms of:

3.1. Attitude towards the behavior;

3.2. Subjective norms

3.3. Behavioral control?

4. Is there a significant relationship between ABM student’s entrepreneurial attitude and

entrepreneurial intention?

5. What impact do the findings of this study have on educators teaching entrepreneurship?

Significance of the study

The results of the study aim to serve as a guide about how entrepreneurial attitude

correlates to entrepreneurial intention.

Knowledge of the outcome may be expected to be beneficial to the following:

ABM Students. The study will provide insights about how entrepreneurial attitude is

correlated with entrepreneurial intention. By gaining a deeper understanding of the study, ABM

students can apply this knowledge to real-life situations to better prepare for future careers.

Furthermore, the study can help the students directly enhance their education about

entrepreneurship and can develop a better contribution to the business world.

Aspiring entrepreneurs. The research findings can help to enhance their knowledge and

mindset in terms of entrepreneurship which are necessary in sustaining business ventures. By

the help of the study, these aspiring entrepreneurs can identify key areas in terms of business that

they need to develop and to improve before entering entrepreneurship. Moreover, this study

prepares them before facing challenges in starting their own business in a way that is more

effective.

Educators. This study will benefit the educators by enhancing better understanding about

the importance of including entrepreneurial thinking and practical entrepreneurial attitude into

their curricula. Educators gain from this method because it gives them the entrepreneurial

attitude and entrepreneurial intention needed to succeed in the modern economy. Teachers

themselves acquire knowledge on how to create a dynamic classroom that promotes business

acumen and original problem-solving. Ultimately, this integration improves educators'

employability and entrepreneurial potential while preparing them for issues they may face in the

real world.

Education Policy Makers. Education policy makers can benefit from studying

entrepreneurial attitude and entrepreneurial intention by assisting and to comprehend education.

With these benefits in mind, it can assist education policy makers to be a more dynamic and

efficient system in education in preparing the student for success. Education policy makers can

go a long way towards the improvement of the students on the basis of the knowledge they have

of business and willingness of the entrepreneurs, and the potential benefits of all the teachers and

the whole society.

Future Employers. Future Employers can use the study to identify applicants with a good

entrepreneurial intention and entrepreneurial attitude, which are valuable attributes in many
fields. This may also help the employer understand the worth of nurturing future leaders with an

entrepreneurial intention. In addition, the study can use to guide companies in developing a

training program that improves skills and knowledge among their employees.

Future Researchers. This study will serve as a guide to the future researchers as they take

the same problem. Future researchers can significantly benefit from studying entrepreneurial

attitude and the entrepreneurial intention by gaining valuable insights and skills applicable across

various research fields. This combination equips researchers with a unique perspective and

practical tools for conducting impactful research.

Scope and Delimitation

This study aims to determine the relationship between entrepreneurial attitude and

entrepreneurial intention of ABM students in Mariveles Senior High School-Sitio Mabuhay S.Y

2024-2025. Among the different strands open in Sitio Mabuhay, the researchers have chosen the

ABM strand as their respondents. The researchers used Total Population Sampling in selecting

the students in the study.

The research respondents will be ABM students of Mariveles Senior High School-Sitio

Mabuhay. Students from other strands will not be included. There are Grade 11 ABM-Pendon

students, Grade 11-Pineda students, Grade 12-Buenaventura students, and Grade 12-Cruz

students excluding the researchers of the study. The researchers will use Total Population

Sampling Techniques wherein the whole population will serve as the total number of

respondents. The research will use Google Form as an online tool in questionnaires. The
researchers will guarantee that all the respondents will be able to use Google Form, so that the

researchers will meet the data needed. For the respondent's privacy, the researchers alone will

have access to all collected data. The age, gender, and grade level of the students were among the

demographic profiles examined in the study. Every student will receive the same questionnaire

with questions related to the study the students must honestly respond to.

The study will identify the level of entrepreneurial attitude, demographic profiles, and

students' level of entrepreneurial intention. Following the collection of data, the researchers will

sum up the respondents' responses to make sure that every respondent is able to answer the

questions posed by the researchers and that the researchers will have access to the necessary

data. Lastly, the researchers will assess it in order to reach a fair and a rational conclusion.
 Notes in Chapter 1

Kusumojanto, D. D., Wibowo, A., Kustiandi, J., & Narmaditya, B. S. (2021). Do

entrepreneurship education and environment promote students’ entrepreneurial intention? the

role of entrepreneurial attitude. Cogent Education, 8(1).

Retrieved From.

https://doi.org/10.1080/2331186x.2021.1948660

Buyco, Stephannie & Achay, Jeaneth & Aligonero, Crystel & Babila, Alexandra & Banusing,

Bonita & Columbres, Cristina & Dayon, Daniel & Cruz, Rydylyn & Ledesma, Rhealyn &

Lopez, Dinah & Viñola, Trisha & Decena III, Jose. (2023). Entrepreneurial Attitude and

Intentions among Accountancy, Business, and Management Students at Tacurong National High

School. 10.13140/RG.2.2.27069.84965

Retrieved From.

https://www.researchgate.net/publication/372236335_Entrepreneurial_Attitude_and_Intentions_

among_Accountancy_Business_and_Management_Students_at_Tacurong_National_High_Scho

ol

Ari, S., Agus, W.., Bagus, N., Rr Ponco Dewi, K., Heri, Y., (2020). Does entrepreneurial

education matter for Indonesian students’ entrepreneurial preparation: The mediating role of

entrepreneurial intention and knowledge? Cogent Education 7 (1), 1836728, 2020

Retrieved From.
https://scholar.google.com/scholar?

as_ylo=2020&q=entrepreneurial+mindset+and+knowledge&hl=en&as_sdt=0,5#d=gs_qabs&t=1

725602120101&u=%23p%3DbnMaHkV_LdUJ

G.,Muhammad Ade K. H., & Abu Muna A. A., (2023). Exploring the Relationship Between

Entrepreneurial intentions and Business Success: Implications for Entrepreneurship Education.

Retrieved From.

https://www.researchgate.net/publication/

369403981_Exploring_the_Relationship_Between_Entrepreneurial_Mindsets_and_Business_Su

ccess_Implications_for_Entrepreneurship_Education?

_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6Il9kaXJlY3QiLCJwYWdlIjoiX2RpcmVjdCJ9fQ&

fbclid=IwZXh0bgNhZW0CMTEAAR3LhnANZJQbD6rcwJSLebLQQm_6woFqirD1fVGqfnax

Z7pYZEC6goRyjBw_aem_0rC4xO0lMCgQeizAIGPFfg

Saadat Soroush, Aliakbari A., Alizadeh M. A.

,& Bell R., (2022). The Effect of Entrepreneurship Education on Graduate Students'

Entrepreneurial Alertness and the Mediating

Role of Entrepreneurial intention.

Retrieved From.

https://eric.ed.gov/?q=Significant+relationship+between+ABM+Student

%27s+business+knowledge+and+entrepreneurial+mindset&id=EJ1360302
Shemmaiah, D.., Je-Ann Mae, C.., Rosanna Marie, D.., Rebekah, U.., Manuel, T.., (2022). The

effects of pre-university entrepreneurship education on entrepreneurial intention as mediated by

acquired competencies and mindset. Journal of Positive School Psychology 6 (8), 3185-3203,

2022.

Retrieved From.

https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&q=highlighting+the+problem+between+ABM+Students+business+kno

wledge+and+entrepreneurial+mindset&btnG=#d=gs_qabs&t=1725461547743&u=%23p

%3D1m7MEqO740oJ

Ryan, F.., (2018). Knowledge is Not Power, It is Potential Power.

Retrieved From.

https://medium.com/swlh/knowledge-is-not-power-it-is-potential-power-c7aad6ceb140

Michela, L.., Marco, C.., & Maria, D.., (2014). Entrepreneurs' and students' knowledge

structures: a journey into their entrepreneurial intention.

Retrieved From.

https://scholar.google.com/scholar?

start=20&q=Future+researchers+are+significant+in+studying+business+knowledge+and+entrep

reneurial+mindset&hl=en&as_sdt=0,5#d=gs_qabs&t=1725510706904&u=%23p

%3DMhc32VVwTMUJ

Republic Act No. 10533. May 15, 2013.

Retrieved From.

https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/

S. No. 2581 H. No. 6423 ; Manila Bulletin (August 01, 2016); 112 OG No. 34, 5455 (August 22,

2016).

Retrieved From.

https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/2/70325
 CHAPTER ll

THEORETICAL FRAMEWORK

Relevant Theories

The study was anchored on the following theories: Human Capital Theory by Becker

and Schultz (1960), Experiential Learning Theory by Kolb (1984), and Cognitive Development

Theory by Piaget (1936).

Human Capital Theory by Gary Becker and Theodore Schultz (1960)

An economist named Gary Becker and Theodore Schultz developed the Human Capital

Theory (1960) which indicates that education and training contribute to the productivity of an

individual. In the context of entrepreneurship, this theory suggests that education and training

particularly in business could be beneficial to the enhancement of knowledge and skills of an

individual and even the society. Through the source of greater education and skills training,

productivity can be obtained, which helps the organization work innovatively and creatively.

Business requires more than just a machine for the company to operate; the human capital of an

employee will also be necessary for the company to function.

In the context of this study, Human Capital Theory (1960) provides a framework for

understanding how the accretion of entrepreneurial attitude among ABM students influences

their entrepreneurial intention. With accordance to the theory, the knowledge and the skills

acquired through business education can serve as a valuable asset to be use for engaging with

entrepreneurial activities such as evaluating business opportunities in the future. The theory
highlights that the more entrepreneurial attitude an individual has, the more possibilities of

thinking entrepreneurially an individual can be.

Human Capital Theory is specifically applicable to this research study because it provides

a clear framework for analyzing how education that leads to knowledge contributes to the

entrepreneurial outcomes that improves the mindset of an individual. The ABM curriculum

which aims to prepare students for business and entrepreneurship aligns with the theory's focus

on knowledge and skill. By the help of this theory, the study can effectively analyze how the

entrepreneurial attitude of an ABM student affects their entrepreneurial intention. Additionally,

this theory is beneficial in analyzing the findings of the study since it provides a clear knowledge

about how education promotes entrepreneurship

Experiential Learning Theory by David Kolb (1984)

The Experiential Learning Theory (1984) proposed by David Kolb shows that learning is

created and developed through experiences often in a cyclical process of grasping experiences

and transforming experiences. ELT emphasizes how experiences such cognition, environmental

factors, and emotions, influence the process of learning. In order to form knowledge, engaging in

practical experiences will be a crucial part first. In the context of entrepreneurship, this theory

suggests that through real-world applications which can lead to gaining knowledge, can shape

the mindset of every individual in the business world.

Experiential Learning Theory explains how experiences provide reflection which

applies to the research study. ELT provides an understanding of how the practical application of

entrepreneurial attitude develops the entrepreneurial intention of an ABM student. As the student
starts to engage with experiential learning activities—such as business simulations and training

practices—the students gain skills including creativity, critical thinking and problem solving,

adaptability, innovation which are essential for improving an entrepreneurial intention. This

process allows the students to reflect and learn from experiences which can apply to future

situations especially in entrepreneurship.

The said theory by David Kolb specifically applies to the study because the theory

explained the relationship between entrepreneurial attitude and entrepreneurial intention by

emphasizing the role of experience leading to behavioral outcomes and acquired skills. Through

practical business experiences, ABM students could learn abilities necessary for

entrepreneurship which can apply to future purposes when entering the business world. By the

help of this theory, the study can provide insights into how learning starts from knowledge

through experiences to skills through reflection which correlates to the study. Furthermore, this

theory is beneficial for the study to interpret its findings because it offers a clear understanding

of how knowledge fosters skills.

Cognitive Development Theory by Jean Piaget (1936)

Cognitive Development Theory (1936) developed by the Swiss psychologist Jean Piaget

states that a child’s intelligence is not stagnant, it is rather dynamic which changes as the child

grows. Jean Piaget also said that children go through various stages of mental development

which influences their thinking, decision and reasoning. Cognitive development in children is not

just about acquiring knowledge, children need to build and develop a mental model of their

surrounding in order to acquire cognitive skills (Miller, 2011). In the context of entrepreneurship,
the theory can be relevant to explain how business education is one of the key tools in

developing cognitive skills that are crucial for entrepreneurial thinking.

The theory developed by Jean Piaget entitled Cognitive Development Theory (1936)

provides insights that are applied to the research study. CDT helps explain how the acquisition of

entrepreneurial attitude enhances the student's cognitive skills, which are efficient for

entrepreneurship. This theory suggests that an individual's cognitive processes, such as creativity,

problem-solving and decision making develop through stages of learning experiences. As ABM

students learned about business concepts or knowledge including financial knowledge,

marketing strategies, budgeting, they engage in levelling up their thinking. By the help of these

cognitive development, students become more flexible in applying their knowledge to real-world

business situations allowing them to be capable in entrepreneurship.

Cognitive Development Theory (1936) is particularly applicable to the research study

because it provides a clear understanding of how entrepreneurial attitude impacts entrepreneurial

intention by showing how cognitive growth affects entrepreneurial behavior. As students learn to

obtain entrepreneurial attitude, they develop the mental frameworks essential for approaching

business challenges strategically, creatively, and innovatively—the key tool of an entrepreneurial

intention. Therefore, the said theory could be essential for the study to interpret its findings

because it shows how entrepreneurial attitude helps in improving an individuals' cognitive

ability, which helps an individual to think entrepreneurially and to become better equipped to

engage in entrepreneurial activities that could lead to the success of business ventures.

Related Studies
 The researcher culled the following studies to provide insights into the present investigation.

Local Studies

According to Malolos (2017) ASEAN Economic Integration becomes more competitive

especially for professional jobs. ASEAN aims to strengthen the region by making member

nations work. However, it is also essential to bring a stronger desire to support students and

graduates in becoming entrepreneurs rather than merely workers, that regardless of degree,

entrepreneurial abilities are still obtained.

Entrepreneurship plays an essential role in the growth of an economy. It is an essential

tool in empowering the underprivileged and giving wings to our nation's growth and innovation

push. Magnaye (2022) conducted a study focused on the a) personal, b) social, c) technological,

d) economic, e) psychological and f) political-legal enabling environment factors of

entrepreneurship capability and sought to determine if there was any significant differences in

these enablers when they were grouped as to profile variables. Responding to the study's results,

it was found that whereas respondents were in wide agreement on the nature of social,

psychological, political and legal determinants; their judgment as regards the personal, economic

and technological factors which catalyze entrepreneurship fell short. The respondents assessed

how these tech features affected the growth of their entrepreneurship when placed in accordance

with their average family income. Regarding the technological aspects which play a contagious

role to frame entrepreneurship, family income of respondents matters a lot.

Moreover, as stated by Cruz (2024)"The Influence Of The Entrepreneurial Intention Of

Negosyo Center Matnog On Micro Small And Medium Enterprises".Entrepreneurial intention

basically includes newness and innovation in the business, risk-taking, adaptability and readiness

to bounce back, persistence, and resourcefulness. Investigating the extent of implementation and

the effectiveness of the conduct of entrepreneurial intention was the objective of this research.

The research discussed how the conduct of entrepreneurial intention intervened for the MSMEs.

These challenges and problems that occurred for the MSMEs were disclosed, and an action plan

was suggested to install a better entrepreneurial intention. The descriptive survey method was

used in this study, of which two instruments were used: the survey questionnaire and an

unstructured interview. 25 MSMEs, ages 18-50 years old, were the respondents of this study,

using a weighted mean and rank in statistically treating the data. Results show with a total mean

rating of 4.36 that there is a full implementation in the conduct of entrepreneurial intention to the

MSMEs that instill an entrepreneurial intention. A highly effective entrepreneurial intention was

created for the MSMEs with a total weighted mean outcome of 4.41, which indicated the high \

effectiveness of the program. 10 issues were pinpointed in this research that led to access to

finance or capital as the primary issue, having a sum rank of 30. Findings indicated that no

degree of entrepreneurial intention being conducted to the MSMEs will change the perspective

of the MSMEs of running a business that made the financing of capital the main issue. Resolving

the main problems and challenges by the proposed action plan was very entrepreneurial intention

10 the MSMES portant to intensify the conduct of entrepreneurial intention to the MSMEs.

Furthermore, the research report "An Analysis of the Entrepreneurial Intention and Goals

among Senior High School Students in Region 10, Philippines" cites Gonzales (2023). The

entrepreneurial attitudes and intentions of the senior high school students in Northern Mindanao,

Philippines: An exploratory study of entrepreneurship is the practice of initiating and

maintaining a business. Entrepreneurship has been widely viewed as one of the most salient
factors influencing economic growth. However, there are no concrete systematic studies

assessing students' attitudes toward this crucial enterprise. Therefore, this study was designed

with a descriptive non-experimental quantitative research methodology. Questionnaires were

sent out to 158 senior high school students from 12 Region 10 schools through Google Forms.

Generally, results of the overall attitudes towards entrepreneurship reveal a very positive attitude

on the part of the students, though they lack confidence in managing their own businesses due to

a lack of knowledge, skills and confidence. Findings of the study could be helpful in curriculum

design with potential for better preparation of future students to become entrepreneurs. Also, the

study can remind the students why they should be in the Bachelor of Science in

Entrepreneurship, Technology, and Management program.

Likewise, according to Damianus et al. (2022) in their article "The Effect Of

Entrepreneurial Intention, Work Environment On Employees' Work Performance". The study

aims to investigate the influence of the entrepreneurial intention and the work environment on

the individual's work performance. In order to expand the comprehension of the concepts and to

try to formulate the theories of the study, literature was consulted. A descriptive assessment and

correlation research design were used in the study. Total enumeration sampling was the sampling

design of the study. Thus, the population to which the study applies is all employees of Divine

Word College of Laoag. The total number of members was 169 employees. The data were

gathered using questionnaires. To determine the correlation, the ANOVA was used. The results

shown are that entrepreneurial intention and work environment as well as individual work

performance stand high, and the result of the correlation found that both entrepreneurial intention

and work environment are significantly correlated to the individual work performance. The study

aims to investigate the influence of the entrepreneurial intention and the work environment on
the individual's work performance. In order to expand the comprehension of the concepts and to

try to formulate the theories of the study, literature was consulted. A descriptive assessment and

correlation research design were used in the study. Total enumeration sampling was the sampling

design of the study. Thus, the population to which the study applies is all employees of Divine

Word College of Laoag. The total number of members was 169 employees. The data were

gathered using questionnaires. To determine the correlation, the ANOVA was used. The results

shown are that entrepreneurial intention and work environment as well as individual work

performance stand high, and the result of the correlation found that both entrepreneurial intention

and work environment are significantly correlated to the individual work performance.

Also, in a study Hasibuan et.al. (2022) entitled” Intrapreneurship: As the Outcome of

Entrepreneurship Education among Business Students”.With today’s times, entrepreneurship is a

subject that attracts attention for all levels of majors within the higher education field. Yet, what

remains contentious is the determinacy of the learning outcomes in entrepreneurship education,

particularly if such studies concern non-entrepreneurship majors. The purpose of this study is to

1) determine the role attitude toward entrepreneurship, proxied by entrepreneurial intention,

plays in intrapreneurship belief among business students, and 2) measure motivation affecting

attitude toward entrepreneurship among business students. The researcher used data obtained

from surveys of business students from State University of Medan, during data collection. The

questionnaires with a 7-Likert scale were distributed through an electronic questionnaire.

Distributed with the help of snowballing through student study groups, the questionnaires are

self-explanatory. The researcher had collected 205 data which were further analyzed using

variance-based SEM under the simple random sampling technique. Results The results show that

the cognitive element was a determining instrument in intrapreneurship belief among students.
Meanwhile, motivation is a determining factor that shapes attitude toward entrepreneurship. This

study recommends a meaningful learning process that shapes entrepreneurial cognition. This is

because the learners are now instilling entrepreneurship within themselves and not through the

belief of experience and family background but through the skills acquired and explained

rationally.

In addition, a study conducted by Dias et. Al (2016) did the title “Fostering an

Entrepreneurial Intention by Using a Design Thinking Approach in Entrepreneurship

Education”. Small and medium-sized businesses have been known to favorably contribute to an

increase in economic growth, jobs, innovations, and wealth creation. As a result, much attention

has been seen on entrepreneurship education over the last decades. Since the first

entrepreneurship course was hosted at Harvard University in 1947, thousands of programs and

courses have been developed and taught all over the world. However, many open issues

regarding the scope, goals, and practices most appropriate for the purpose of instilling an

entrepreneurial intention prevail. Through case study research methods, this article discusses

whether “design thinking” is an appropriate teaching approach in entrepreneurship education.

The new one-semester curriculum unit was taught during the 2012–13 academic year to 66

undergraduate students in five courses, using the instructional approach adapted from the method

of design thinking. On completion of the semester, a survey was administered to gain the

opinions of the students about the unit. According to the outcome, it can be concluded that their

motivation and overall level of satisfaction with their performance had been positively

influenced by design thinking.

 According to Abun (2018), entitled “Measuring Entrepreneurial Knowledge And

Entrepreneurial Intention Of ABM Grade XII, Senior High School Students At Divine Word

Colleges In Region I, Philippines,” this study aims to identify the entrepreneurial knowledge of

grade XII ABM students and their entrepreneurial intentions. The study applies the quantitative

descriptive research design and explanation research to describe and explain the entrepreneurial

knowledge and intentions. For this to be made possible, a set of questionnaires has been made

and distributed among the 162 respondents, the total number of grade XII ABM students of the

three schools. Pearson r was used to find the correlation between these two variables. The study

found that the entrepreneurial knowledge and entrepreneurial intention of the students are high,

and it is also found that there is a significant correlation between entrepreneurial knowledge and

entrepreneurial intentions of the students.

Foreign Studies

Based on Cui et. al. (2021) in their study, entitled “The Impact of Entrepreneurship

Education on the Entrepreneurial Intention of College Students in China: The Mediating Role of

Inspiration and the Role of Educational Attributes” Apart from exploring the EE-EM link, this

paper seeks to establish the moderating role of entrepreneurial inspiration in the research model.

The study shows that EE has a positive impact on the extent of entrepreneurial inspiration which

promotes EM among the 1428 Chinese higher education students. This mediating effect explains

why inspiration should be fostered within EE programs. Moreover, this work examines how

learning experiences, course types and activities impacting the EM development. In this case, the

results show a positive significance for the extracurricular activities and a negative impact for the

curriculum attendance. At the same time, these findings advance knowledge regarding the effects
of EE on EM in higher education environments and serve as useful information in the creation

and assessment of subsequent EE initiatives.

Likewise, as studied by Ari, et al. (2020), demanding new ventures is a universal problem

and the government addresses it by entering entrepreneurial education. Despite the growing

interest in the topic of entrepreneurship, there have been a limited number of studies that focuses

on how students who are becoming entrepreneurs are prepared through entrepreneurial

education. The respondents of the study selected by Ari et al. (2020) were treated from

vocational students (SMK) in Jakarta of Indonesia. The study established that there is an

important role of Entrepreneurial education to act as the key to defining knowledge and

entrepreneurial intention therefore preparing the students for entrepreneurship. The finding also

confirmed the positive relationship between entrepreneurial knowledge and the entrepreneurial

intention, entrepreneurial preparation and successfully mediates the impact of entrepreneurial

education, and the entrepreneurial preparation.

Moreover, Soroush, et al. (2022) study aims at examining the impact of entrepreneurship

education in the establishment of know-how pertaining to entrepreneurial cognition on graduate

students’ entrepreneurial alertness; and the moderating influence of the entrepreneurial intention.

The qualitative data was collected from graduate students at an Iranian University who had some

interaction with the concept of entrepreneurship education. In the revealing of the results, it was

showed that entrepreneurship education had a positive and significant influence of

entrepreneurial alertness and entrepreneurial intention. Furthermore, positive and significant

moderating influence was established between the variables under study, that is,

entrepreneurship education and entrepreneurial alertness through entrepreneurial intention. This

clearly supports the notion that educators need to consciously attempt to cultivate an

entrepreneurial perspective as part of any teaching of entrepreneurship, as well as furthering the

argument that improving ‘entrepreneurial alertness’ is best served by concentrating on the

identification and recognition of opportunity. The findings contribute to education as a practice

since students’ awareness is a significant factor in venture formation.

Additionally, based on Mustafa Din et. al. (2020) in their study, entitled

“Entrepreneurship Education: Impact on Knowledge and Skills on University Students in

Malaysia” Entrepreneurship Education has been a vital tool in Malaysia’s desire to become

developed high-income nation as it acknowledges the importance of EE as the means of

developing a competitive and innovative nation. This emphasis can be observed from the

Malaysian Education Blueprint 2015-2025 for Higher Education which embodies the nation’s

goals to produce holistic, entrepreneurship focused and well-balanced graduates. Hence, EE has

been introduced as a compulsary subject to the undergraduate students at the National University

of Malaysia (UKM). From the university there has been an effort to adopt new methods of

teaching and learning that incorporate teaching technologies in a more digitized environment.

Research aimed at comparing these approaches in terms of student knowledge and skill

improvement identified that, though there was no positive change of the knowledge test results,

there was a significant improvement of the entrepreneurial skills including coming up with

business ideas, marketing, sales and cash flow and project management skills. Considering the

above analysis, it can be deduced that envisaged changes in teaching and learning processes

enhance students’ entrepreneurial competencies. However, future research work should be

oriented and advanced to uncover more understanding of EE pedagogy at UKM so that it could

be equipped to develop knowledge as well as skills of students which in the long run the country
desired the implementation of entrepreneurial graduates as depicted in the Malaysian Education

Blueprint.

Furthermore, as stated in the article Hidayatulloh et al. (2022) titled "Creativity and

Entrepreneur Knowledge to Increase Entrepreneurial Intent among Vocational School Students".

The change of mentality, in satisfying all life needs, one does not necessarily have to work as an

employee or employee, but instead can play a role as a business pioneer. This study aims at

finding out the level of contribution of entrepreneurship education and creativity taking into

consideration factors that promote entrepreneurs' intents. The investigation was ex post facto in

nature and quota sampling technique of 76 vocational high school students. The instruments used

in data collection were tests to measure entrepreneurial knowledge and instruments to measure

entrepreneurial intentions. The data analysis technique involved the use of a regression test in

determining the relationship and the magnitude of influence between variables. The study has

found out that entrepreneurial education has a positive correlation with students' intent in

entrepreneurship. The contribution of change in entrepreneurship education partly to intent in

entrepreneurship was 32.60%. There is a positive contribution to creativity in students' intents in

entrepreneurship. The contribution to allow for creative change in entrepreneurial intent is

partially 18.40%. This suggests a positive contribution between entrepreneurship education and

creativity in students' intent toward entrepreneurship, implying self-efficacy and locus of control.

Manafe et al. (2023) "Exploring The Relationship Between Entrepreneurial Intentions

And Business Success: Implications For Entrepreneurship Education". The purpose is to

understand the relationship between the entrepreneurial intention and success in business and

how it relates to the training of entrepreneurs. The method used was qualitative research. In
particular, students can focus on the nature of entrepreneurs. It can help them to acquire skills

and eventually reach the level of entrepreneurship as compared to other studies. In addition,

creating a business with an entrepreneurial intention suggests that people who do so are more

likely to be successful.

In addition, Briga et.al. (2022) in the study titled “Entrepreneurial Education: Maker Or

Breaker In Developing Students’ Entrepreneurial Confidence, Aptitude And Self-Efficacy”.

Researchers, policy makers, and the media have been advocating with fervour for the

strengthening of students’ entrepreneurial confidence, aptitude, and self-efficacy irrespective of

disciplines. They view it as an important form of social organization that is central to the

development of employment, social cohesion, economic growth and development, and the

transformation of work. Because of the critical role that it plays in nurturing entrepreneurial

attitudes and behaviors, this study favors the proposition that entrepreneurship education (EE) is

a core, essential field that should be continued and studied systematically. The main purpose of

this study is to measure and quantify how EE impacts entrepreneurial ability, self-efficacy, and

confidence. First, the paper discusses how being exposed to or participating in EE changes or

influences students’ perception of entrepreneurship as a profession, their ability, confidence, and

self-efficacy regarding that profession. In effect, it explores ways in which EE influences the

capacity of students to become entrepreneurs. The third section of the study examines how EE

influences self-efficacy-that is, belief in ability and motivation to start an entrepreneurial

venture-after participants have completed a targeted EE program.

Related Literatures
Age and Gender

According to Haski-Leventhal et. al. (2017), in the study entitled "The Role Of Gender

And Age In Business Students’ Values, CSR Attitudes, And Responsible Management

Education: Learnings From The PRME International Survey". As the demand increases among

groups interested in ethical business education at business schools grows steadily over time; it

becomes crucial to grasp how students view corporate social responsibility (CSR). By applying

theories of orientation and development principles as a guide; they explored how gender and age

influence the moral perspectives of business students regarding values and attitudes towards

CSR, within educational settings that prioritize responsible management education (RMF).

According to a survey that received 1300 responses and followed the principles supported by the

United Nations for responsible management education (PRME) it was found that female students

tended to prioritize ethical responsibilities more than male students overall. Furthermore, female

students showed openness towards curriculum adjustments centered around Corporate Social

Responsibility (CSR) studies or Responsible Management Education (PRME) compared to their

male counterparts. Moreover, the older age groups rated values and positive attitudes towards

CSR more highly than the younger age groups did. They also discovered that breaking down the

age factor into groups revealed clearer distinctions in the decisions made by participants

regarding the four aspects of a student's moral perspectives. The implications of the discoveries

for Religious and Moral Education (RME) business schools and other interested parties are

delved into.

Achievement
 Some argue that achievement motivation is the primary determinant of entrepreneurship.

According to Henry Sykes (2018), the Thematic Perception Test was used in which subjects

were required to write a short story about an image to coin the term "need for achievement." As

mentioned by Cherry (2019) later elaborates on the theory, saying that people with high levels of

autonomy have a strong desire to assume personal responsibility, set and achieve moderately

challenging goals, and receive performance feedback. He argued that achievement training

should be given to developing countries instead of financial aid since he believed

entrepreneurship was important to economic success (Acosta, Fulgencio, & Decena III, 2019).

Abun's analysis of need satisfaction revealed that it is an essential component of

entrepreneurship. Furthermore, Abun contended that entrepreneurship and economic expansion

were directly linked, and for any government wishing to accelerate the expansion of the

economy, there must be concern for the increase in standards of achievement within its

borders.Achievement some argue that achievement motivation is the primary determinant of

entrepreneurship.

Autonomy

Autonomy refers to the ability to decide on one's own choices according to Deci and Ryan

(2018). According to Assor, Kaplan, and Roth (2020), autonomy refers to the action of following

one's interests, values, and desires. One kind of autonomy greater than free will is self-

awareness. This paper primarily discusses awareness of one's intent and purpose followed by

acting. Autonomy and entrepreneurship are complementary because they are decision-making

flexible (Decena III & Abellanosa, 2022). Entrepreneurs, regardless of whether they have an

employee-owned business or are independent contractors, have access to these liberties. Other
reasons might demand autonomy, though. One needs to have his own space. The majority of

successful business owners rely on their independence for success. It's partly because

entrepreneurship studies more often than not focus on financial performance, despite how well-

known the significance of factors such as autonomy and challenge is (Stephan, 2018). Research

has actually shown that the benefit to well-being of having control comes into being (Williamson

et al., 2021).

Tendency

Tendency According to Morris (2022), emphasizes the value of having an entrepreneurial

intention in students, which can help them uncover small company prospects and generate

creative concepts to meet unmet market demands. An entrepreneurial mentality is defined by a

strong desire for success, a willingness to take risks, and the capacity to develop, plan, and carry

out activities to attain entrepreneurial objectives. According to studies, an entrepreneurial

intention is developed over time and employed regularly, accompanied by the ability to organise,

plan, and execute new projects as well as a high sense of fulfilment. This approach is critical for

students to recognize and fulfil unmet market demands, and it is an important aspect in

accomplishing entrepreneurial ambitions.

Risk Taking

According to Caird (2020) conduct is difficult to distinguish from creativity and invention

because they both thrive in an open environment. Thompson (2019) Starting a company is a

dangerous venture, and research and data analysis are essential for understanding and achieving

corporate goals (Choo & Wong, 2019). Successful entrepreneurs can take calculated risks when
making decisions and face challenges head-on (Rembulan et al., 2023). Risk-taking involves

taking a chance, trying something new, and maybe succeeding or failing. Self-sufficient

entrepreneurs are essential for starting and growing businesses, and students who have an

entrepreneurial intention can develop the ability to take calculated risks (Putri et al., 2022).

Drive and Determination

Drive and determination inspire people to take chances and step outside of their comfort

zones. Successful business requires a high level of desire and dedication. Psychologists call this

entrepreneurial perseverance in pursuing a goal in the face of challenges "determination." The

drive is an individual trait that motivates people to question and accept the status quo. People

follow this drive to achieve higher goals. Because of their ambition, they are happy with what

they have and are always looking for more (Miami Business Plans, 2018). The motivation pushes

people to step outside of their comfort zones and look for new chances that could lead to success.

According to research (Utama & Syaiful, 2020), having an entrepreneurial intention is the

essence, personality, and character of a person's motivation to pursue original and unique ideas in

the real world to succeed. Dora (2019) states that a person with an entrepreneurial attitude is

defined by their nature and character, which reflect the attitude and conduct of entrepreneurs.

"Determination" is a psychological term that describes a person's tenacity in adhering to a goal in

the face of obstacles.

Attitude towards behavior

According to the expected performance value model, a person's attitude toward a behavior

is determined by a full range of accessible behavioral beliefs connected to a range of events and
results. This is due to the model calculates the relative benefits and drawbacks of a behavior.

Inferred assessed attitudes could be used as targets for and a more accurate predictor of behavior.

suitable measures. However, it synthesizes a substantial amount of research. examining the

ability of attitudes that are measured implicitly to forecast behavior. Long-term Behavior

modification therapies usually aim to bring about change (Kurdi et al., 2018). Aside from the fact

that the majority of research are satisfied with determining if behavioral change is noticeable

over a brief period of time, the formation of current habits is only occasionally stated clearly as

an intervention. Only a few technologies are made expressly to serve the goal of making the

changed behavior durable. According to Ober and Planck (2020), interventions have the potential

to optimize long-term behavioral change by fostering the habituation of new and desirable

behaviors and imparting qualities like persistence and insensitivity to contradictions

Subjective Norms

As stated by Minton et. al., (2018) the study entitled “The subjective norms of sustainable

consumption: A cross-cultural exploration”. Although extensive research has explored aspects of

sustainable consumption, such as specific sustainable behaviors and motivations for participating

in sustainable activities, little research has examined the role of national culture and how

pragmatism influences sustainable consumption. Sustainable consumption can encompass both

sustainable attitudes and sustainable behaviors, and in this research, two types of social norms

related to sustainable consumption (normative and self-enhancing) are also included and

examined across three nations (France, Japan, and US). The findings suggest that differences in

consumption are explained, in part, by the country's level of pragmatism, a cultural value

(Hofstede, 1991). Building off the theory of reasoned action, findings also show that sustainable
attitudes mediate the relationship between the level of pragmatism of a respondent's nation and

sustainable behaviors.

Behavioral Control

Their behavioral control is a reflection of their values, hopes for future success, and

preferences Taylor (2018). The best indicator of any planned activity is intentions. included

being an entrepreneur. Knowing the reasons behind intentions enhances our comprehension of

the intended activity. Behavior is impacted by attitudes through influencing plans. Intentions are

affected by both the circumstance and the person. sentiments. Purposeful models therefore

predict behavior far more accurately than a human. (identification, for example) or situational

characteristics related to business position. The flexibility and durability of Intention models

promote the use of thorough, theory-driven, and verifiable procedures. models used in studies on

entrepreneurship (MacMillan & Katz, 2018). Intentional actions outlines and illustrates the

reasons why many business owners decide to launch their venture before looking for for chances.

Impact of the study on educators

Nadelson, et al. (2018) study entitled "Developing next generation of innovators: Teaching

entrepreneurial intention elements across disciplines" sought to find out in what ways and at

what points in the curriculum faculty members across the curriculum engage with teaching the

entrepreneurial intention directly or indirectly. The researchers begin by outlining what they

mean by entrepreneurship in terms of a continuum, though they also recognize the situational

and cognitive aspects inherent in the term. They created a survey for faculty members to assess

their understanding of entrepreneurship and their involvement in teaching aspects of the

entrepreneurial intention, which includes both quantitative and qualitative questions. They

conducted a survey of the staff members at a predominantly teaching college in the western

United States. The survey was completed by sixty-four faculty members, which represents

approximately 20% of the total faculty across different disciplines. The findings of the study

discovered limited understanding of entrepreneurship, signs of incorporating aspects of the

entrepreneurial intention in teaching, and restricted assignment methods for encouraging

entrepreneurial thinking. The need that arises from the research findings is significant.

Conceptual Framework
 INPUT PROCESS OUTPUT

Profile of the students in terms Data Gathering Technique: Develop training

of: age and grade level. Total Population Sampling activities for students

that focus on
Level of ABM student’s Data Collection:
entrepreneurial
entrepreneurial attitude in terms Through Survey Questionnaires
attitude, aiming to
of: Achievement, Autonomy,
Data analysis: foster a stronger
Tendency, Risk Taking, Drive
Correlation analysis to indicate a entrepreneurial
and Determination
relationship between ABM student’s intention.

Level of ABM student’s entrepreneurial attitude and

Provide
entrepreneurial intention in entrepreneurial intention
recommendations for
terms of: Attitude towards
Janse et al. (2021) discuss that the curriculum
behavior, Subjective Norms,
correlation coefficient is frequently improvements, extra-
and Behavioral Control
utilized in studies to indicate a curricular activities,

relationship between variables or to or interventions that

compare two methods. could strengthen the

entrepreneurial
Trustworthiness
intention among
Consideration
ABM students.
Transferability

Credibility

Dependability

Confirmability
 Ethics of the Study

Prioritize the ethical principle of

participants

Be transparent about the study’s

purpose, procedures, and data usage,

and, if

applicable

FIGURE 1. Paradigm of the study

The input consists of the students' profiles, including their age and grade level, as well as

their entrepreneurial attitude in areas such as Achievement, Autonomy, Tendency, Risk-taking,

and Drive and Determination. Additionally, the entrepreneurial intention is assessed through

various traits, including Attitude towards Behavior, Subjective Norms, And Behavioral Control.

In the process phase, data will be gathered using a total population sampling technique

and collected through questionnaires. A correlation analysis will be conducted to evaluate the

relationship between the students' entrepreneurial attitude and their entrepreneurial intention,

drawing on insights from existing literature, such as the work by Jase et al. (2021).

Trustworthiness will be ensured through considerations of transferability, credibility,

dependability, and confirmability. Ethical principles will be prioritized, emphasizing

transparency regarding the study's purpose, procedures, and data usage.

 The output of the study aims to develop training activities that focus on enhancing

entrepreneurial attitude to foster a stronger entrepreneurial intention. Recommendations will be

provided for curriculum improvements, extra-curricular activities, and interventions that can

effectively cultivate an entrepreneurial intention among ABM students.

Hypothesis of the Study

Ho: There is no significant relationship between ABM Student’s Entrepreneurial attitude and

Entrepreneurial intention.

Definition of Terms

Age - An individual's development measured in terms of the year's requisite for like development

of an average individual. It is also defined as a demographic variable that may influence the

individuals' exposure to business concepts.

Grade Level - It is the level of educational program studied by a student. In the study, grade

level refers to the specific year of schooling for ABM students, specifically grade 11 and 12.

Achievement - Refers to the success achieved by persons who have planned Organised and

successfully launched a commercial or social venture Entrepreneurial endeavour.

Autonomy - Refers to the level of flexibility an entrepreneur has in making decisions. about the

operations associated with their venture, including what duties to accomplish and how How to

approach them and when to execute them.

Tendency - This is a combination of individual and contextual effects. An individual's

determination and dedication to carrying out their business duty.

Risk Taking - Emphasizes the significance of entrepreneurs' willingness to accept measured

risks and make decisions with unknown outcomes for the benefit of the business.

Drive and Determination - Reflecting entrepreneurs' energy and resilience, allowing them to

continue and progress in the face of unavoidable setbacks and obstacles

Attitude towards behavior - According to the expectancy-value model, this idea is influenced

by a person's accessible beliefs that connect a specific behavior—in this example,

entrepreneurship—to a range of experiences and results.

Subjective norms - Refers to the idea that people feel pressured to carry out the directives or

demands of others when it comes to being involved in what is commonly referred to as

"entrepreneurship"

Behavioral Control - This depicts the decision-making process involved in commencing

Various elements can influence a business venture.

Notes in Chapter II

Human Capital - Econlib. (2018, July 27). Econlib.

Retrieved From.

https://www.econlib.org/library/Enc/HumanCapital.html

MSEd, K. C. (2022, November 16). The Experiential Learning Theory of David Kolb. Verywell

Mind.
Retrieved From.

https://www.verywellmind.com/experiential-learning-2795154

Main, P. (2022, January 20). Jean Piagets Theory of Cognitive Development. Structural

Learning.

Retrieved From.

https://www.structural-learning.com/post/jean-piagets-theory-of-cognitive-development-and-

active-classrooms#:~:text=The%20Theory%20of%20Cognitive%20Development,world

%20(Miller%2C%202011).

Saadat, S., Aliakbari, A., Amirreza, A. M., & Bell, R. (n.d.). The effect of entrepreneurship

education on graduate students’ entrepreneurial alertness and the mediating role of

entrepreneurial intention.

Retrieved From.

https://eric.ed.gov/?q=Business+knowledge%2c+entrepreneurial+mindset&id=EJ1360302

Saptono, A., Wibowo, A., Narmaditya, B. S., Karyaningsih, R. P. D., & Yanto, H. (n.d.). Does

entrepreneurial education matter for Indonesian students’ entrepreneurial preparation: The

mediating role of entrepreneurial intention and knowledge.

Retrieved From.

https://eric.ed.gov/?q=Business+knowledge%2c+entrepreneurial+mindset&id=EJ1282742

Malolos, C., (2017). Level of perceived entrepreneurial skills of students at the Western

Philippines University, Puerto Princesa City, Palawan.

Retrieved From.

https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&q=Business+knowledge+and+entrepreneurial+mindset+site

%3Aph&btnG=#d=gs_qabs&t=1728264935748&u=%23p%3DffNVehSSuMgJ

Salina, A., et al. (2018). Business regulation, rule of law and formal entrepreneurship: evidence

from developing countries. The Journal of Entrepreneurship 8(2):254-271.

Retrieved From.

https://www.researchgate.net/publication/

335544325_Business_regulation_rule_of_law_and_formal_entrepreneurship_evidence_from_de

veloping_countries

Mohler, A., (2023). The conviction to lead: 25 principles for leadership that matters. Baker

Books, 2023.

Retrieved From.

https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&q=the+conviction+to+lead&btnG=#d=gs_qabs&t=1729660169972&u=

%23p%3DGumSgZ3MXCUJ

Magnaye, R., (2022). Enabling Environment for Entrepreneurship Development Among

Business Students in One Institution of Higher Learning in the Philippines.

Retrieved From.
https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&q=Business+knowledge+on+students+site

%3Aph&btnG=#d=gs_qabs&t=1728265313322&u=%23p%3DH__Kzlcx3SAJ

School of Graduate Studies, St. Louise de Marillac College of Sorsogon Inc., Sorsogon City,

Philippines. (2024). The influence of the entrepreneurial intention of Negosyo Center Matnog on

micro small and medium enterprises. In United International Journal for Research &

Technology.

Retrieved From.

https://UIJRT.COM

Gonzales, H. G. & University of Science and Technology of Southern Philippines. (2023). An

Analysis Of The Entrepreneurial Intention And Goals Among Senior High School Students In

Region 10, Philippines. In Sci.Int.(Lahore).

Retrieved From.

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=+

%22AN+ANALYSIS+OF+THE+ENTREPRENEURIAL+MINDSET+AND+GOALS+AMON

G+SENIOR+HIGH+SCHOOL+STUDENTS+IN+REGION+10%2C+PHILIPPINES

%22+cites+Gonzales+%282023%29&btnG=#d=gs_qabs&t=1728185659688&u=%23p

%3DyAKItgrxnygJ,

Damianus, A. D., Basilio, G. J. Q., Fredolin, J., & Magallanes, T. (2022). The effect of

entrepreneurial intention, work environment on employees’ work performance. International

Journal of Research in Business and Social Science (2147-4478), 11(4), 77–94.

Retrieved From.

https://doi.org/10.20525/ijrbs.v11i4.1839

Abun, D., Foronda, S. L. G. L., Belandres, M. L. V., Agoot, F., & Magallanez, T. (2018).

Measuring Entrepreneurial Knowledge and Entrepreneurial Intention of ABM Grade XII, Senior

High School students of Divine Word Colleges in Region I, Philippines. Engineers Publication

House.

Retrieved From.

https://doi.org/10.13140/rg.2.2.31410.66249

Gonzales, H. G. & University of Science and Technology of Southern Philippines. (2023). AN

ANALYSIS OF THE ENTREPRENEURIAL INTENTION AND GOALS AMONG SENIOR

HIGH SCHOOL STUDENTS IN REGION 10, PHILIPPINES. In Sci.Int.(Lahore).

Retrieved From.

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=+

%22AN+ANALYSIS+OF+THE+ENTREPRENEURIAL+MINDSET+AND+GOALS+AMON

G+SENIOR+HIGH+SCHOOL+STUDENTS+IN+REGION+10%2C+PHILIPPINES

%22+cites+Gonzales+%282023%29&btnG=#d=gs_qabs&t=1728185659688&u=%23p

%3DyAKItgrxnygJ,

Damianus, A. D., Basilio, G. J. Q., Fredolin, J., & Magallanes, T. (2022). The effect of

entrepreneurial intention, work environment on employees’ work performance. International

Journal of Research in Business and Social Science (2147-4478), 11(4), 77–94.

Retrieved From.
https://doi.org/10.20525/ijrbs.v11i4.1839

Abun, D., Foronda, S. L. G. L., Belandres, M. L. V., Agoot, F., & Magallanez, T. (2018).

Measuring Entrepreneurial Knowledge and Entrepreneurial Intention of ABM Grade XII, Senior

High School students of Divine Word Colleges in Region I, Philippines. Engineers Publication

House.

Retrieved From.

https://doi.org/10.13140/rg.2.2.31410.66249

Haski-Leventhal, D., (2017). The role of gender and age in business students’ values, CSR

attitudes, and responsible management education: Learnings from the PRME international

survey. Journal of Business Ethics 146, 219-239, 2017.

Retrieved From.

https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&q=business+education+and+age&btnG=#d=gs_qabs&t=172890240252

8&u=%23p%3DR8D8O3NMsbgJ

Manafe, M., et al. (2023). Exploring the Relationship Between Entrepreneurial intentions and

Business Success: Implications for Entrepreneurship Education. Journal on Education

5(4):12540-12547.

Retrieved From.

https://www.researchgate.net/publication/

369403981_Exploring_the_Relationship_Between_Entrepreneurial_Mindsets_and_Business_Su

ccess_Implications_for_Entrepreneurship_Education?
fbclid=IwZXh0bgNhZW0CMTEAAR2mEoK0syWyA6UpjCOctyWqRoMazwz5FAaXyUlExH

zy6n2zyTVoYb5JBds_aem_h7XWMfpDMmq_o2OVPfOWRQ

Haikal, R., et al., (2022). Intrapreneurship: As the Outcome of Entrepreneurship Education

among Business Students. Cogent Education, v9 n1 Article 2149004

Retrieved From.

https://eric.ed.gov/?q=Entrepreneurial+mindset+motivation+&id=EJ1378758

Ana Dias, D., (2016). Fostering an Entrepreneurial intention by Using a Design Thinking

Approach in Entrepreneurship Education. Industry and Higher Education, v30 n3 p215-223

Retrieved From.

https://eric.ed.gov/?q=Entrepreneurial+mindset+motivation+&id=EJ1119550

Abun, D. (2021). Measuring entrepreneurial attitude and entrepreneurial intention of ABM grade

XII, senior high school students of Divine Word Colleges in Region I, Philippines. Senior High

School Students of Divine Word Colleges in Region I, Philippines (March 19, 2021).

Acosta, J. G., Fulgencio, J. L., & Decena III, J. T. (2019). Teachers' Financial Management

Assessment: Basis for Technical Assistance. Ascendens Asia Journal of Multidisciplinary

Research Abstracts, 3(2I).

Acs, Z. J., Desai, S., & Hessels, J. (2008). Entrepreneurship, economic development and

institutions. Small business economics, 31(3), 219-234.

Ajzen, I. (2011). The theory of planned behaviour: Reactions and reflections. Psychology &

health, 26(9), 1113-1127.

Al-Bayati, A. S. (2021). Enhancing Performance of Hybrid AES, RSA and Quantum Encryption

Algorithm (Doctoral dissertation, Anglia Ruskin University).

Aprilia, G., & Ardana, I. K. (2021). The Influence of Subjective Norms, Locus of Control, and

Need for Achievement on Entrepreneurial Intentions. American Journal of Humanities and

Social Sciences Research (AJHSSR), 170.

Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy‐

enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork.

British journal of educational psychology, 72(2), 261- 278.

Baker, T., & Welter, F. (2020). Contextualizing entrepreneurship theory (p. 188).

Bales, M. P., & Estomo, R. T. Mathematical Creativity, Mathematics Self-Efficacy, and

Mathematics Problem-Solving Performance of High School Students in Different Curricular

Programs. Journal homepage: www. ijrpr. com ISSN, 2582, 7421.

Birdthistle, N., Costin, Y., & Hynes, B. (2016). Engendering entrepreneurial competencies in the

youth of today: a teacher’s perspective. Education+ Training.

Cano, J. S., Caro, H. K., Chioco, A. P., Fusingan, R. A., Matulac, K. A., Sabio, Z. J., ... & Pat-i,

R. V. D. (2022). Entrepreneurial Attitude and Intention of ABM Senior High School Learners.

International Journal of Multidisciplinary: Applied Business and Education Research, 3(5), 817-

827. .

Carree, M., Van Stel, A., Thurik, R., & Wennekers, S. (2007). The relationship between

economic development and business ownership revisited. Entrepreneurship & regional

development, 19(3), 281-291.

Cooper, G., Barkatsas, T., & Strathdee, R. (2016). The theory of planned behaviour (TPB) in

educational research using structural equation modelling (SEM). In Global learning in the 21st

century (pp. 139-162).

Brill. Davidsson, P., Delmar, F., & Wiklund, J. (2017). Entrepreneurship as growth: growth as

entrepreneurship. Strategic entrepreneurship: Creating a new mindset, 328-342.

Decena III, J. T., & Abellanosa, G. G. (2022) Responsible Leadership, Financial Management

Practices, and Green Marketing orientation: A Structural Equation Model on Triple Bottom Line

Performance among food Manufacturing Industries In Region XII.

Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the

self-determination of behavior. Psychological inquiry, 11(4), 227-268.

Douglas, E. J., & Shepherd, D. A. (2000). Entrepreneurship as a utility maximizing response.

Journal of business venturing, 15(3), 231-251.

Douglas, E. J., & Shepherd, D. A. (2002). Self-employment as a career choice: Attitudes,

entrepreneurial intentions, and utility maximization. Entrepreneurship theory and practice, 26(3),

81-90.

Fuller, B., Liu, Y., Bajaba, S., Marler, L. E., & Pratt, J. (2018). Examining how the personality,

self-efficacy, and anticipatory cognitions of potential entrepreneurs shape their entrepreneurial

intentions. Personality and Individual Differences, 125, 120-125.

Garbanzos, B. C. L., Parreño, C. B. D., & Salvador, T. J. V. (2022). Assessing the Levels and

Relationship of Entrepreneurial Attitude to Entrepreneurial Intention of ABM Students from

University in Bacolod City.

Gärtner, A., Gellerstedt, G., & Tamminen, T. (1999). Determination of phenolic hydroxyl groups

in residual lignin using a modified UV-method. Nordic Pulp & Paper Research Journal, 14(2),

163-170. Gayathri, A. S., & Gayathri, M. S. AWARENESS AND ATTITUDE TOWARDS

ENTREPRENEURSHIP.

Lückgen, I., Oberschachtsiek, D., Sternberg, R., & Wagner, J. (2006). Nascent entrepreneurs in

German regions. In Entrepreneurship in the region (pp. 7-34).

Springer, Boston, MA. Mueller, S. (2011). Increasing entrepreneurial intention: effective

entrepreneurship course characteristics. International Journal of Entrepreneurship and Small

Business, 13(1), 55-74.

Nota, L., Soresi, S., Ferrari, L., & Wehmeyer, M. L. (2011). A multivariate analysis of the self-

determination of adolescents. Journal of Happiness Studies, 12(2), 245-266.

Powers, L. E., Fullerton, A., Schmidt, J., Geenen, S., Oberweiser-Kennedy, M., Dohn, J., ... &

Blakeslee, J. (2018). Perspectives of youth in foster care on essential ingredients for promoting

self-determination and successful transition to adult life: My life model. Children and youth

services review, 86, 277-286.

Schultz, P. W., & Oskamp, S. (1996). Effort as a moderator of the attitude-behavior relationship:

General environmental concern and recycling. Social psychology quarterly, 375-383.

Souitaris, V., Zerbinati, S., & Al-Laham, A. (2007). Do entrepreneurship programmes raise

entrepreneurial intention of science and engineering students? The effect of learning, inspiration

and resources. Journal of Business venturing, 22(4), 566- 591.

Stuetzer, M., Obschonka, M., Brixy, U., Sternberg, R., & Cantner, U. (2014). Regional

characteristics, opportunity perception and entrepreneurial activities. Small Business Economics,

42(2), 221-244.

Van Lier, L. (2014). Interaction in the language curriculum: Awareness, autonomy and

authenticity. Routledge.

Wehmeyer, M. L., Field, S., & Thoma, C. A. (2012). Self-determination and adolescent

transition education. Handbook of adolescent transition education for youth with disabilities,

171-190.

CHAPTER III

RESEARCH METHODOLOGY
 This chapter introduces the research methods that will be used in the collection, analysis,

and interpretation of data for the study. It specifically covers the methodology and techniques,

population and sample, research instruments, instrument development and validation, data

collection procedure, and data analysis.

Methods and Techniques of the Study

This study aims to determine the underlying correlation between the entrepreneurial

attitude and the entrepreneurial intention of ABM students in Mariveles Senior High School

Sitio-Mabuhay. It utilized Pearson's r. The Pearson correlation coefficient (r) is a statistical tool

of measuring a linear correlation between two variables. It will measure the strength and

direction of the relationship between entrepreneurial attitude and entrepreneurial intention

According to Zhi et al. (2017) in “Research on the Pearson correlation coefficient

evaluation method of analog signal in the process of unit peak load regulation" Pearson

correlation coefficient method is a method for estimating the correlation between two variables

in the field of statistics. In the field of statistics, Pearson correlation coefficient method is studied

and applied as a new evaluation method to evaluate analog signals in the peak load control

process. The operation data of the simulation machine was extracted and the characteristics of

the curve were analyzed to obtain the evaluation results of the curve, and the validity and

effectiveness of the Pearson correlation coefficient method in the evaluation of analog signals in

the deep peak load control process were confirmed.

An article titled "Correlation Coefficients: Appropriate Use and Interpretation" by

Schober (2018). Correlation is a measure of the relationship between variables, usually expressed
as the Pearson correlation coefficient between two continuous variables. Spearman's rank

correlation is used for non-normally distributed data or outliers. The range of both coefficients is

-1 to 1, with 0 indicating no relationship or monotonicity. Hypothesis tests and confidence

intervals can be used to test the significance of results and measure the strength of relationships

in population samples.

According to Stewart (2024), Pearson’s correlation coefficient, a measurement

quantifying the strength of the association between two variables. Pearson’s correlation

coefficient r takes on the values of −1 through +1. Values of −1 or +1 indicate a perfect linear

relationship between the two variables, whereas a value of 0 indicates no linear relationship.

(Negative values simply indicate the direction of the association, whereby as one variable

increases, the other decreases.) Correlation coefficients that differ from 0 but are not −1 or +1

indicate a linear relationship, although not a perfect linear relationship.

Population and Sample of the Study

The population of the study are Accountancy Business and Management students of

Mariveles Senior Highschool- Sitio Mabuhay. The total population of grade 11 and 12 ABM

students of Mariveles Senior Highschool- Sitio Mabuhay is 143 as determined by the office of

the school registrar. From the population of ABM students of grade 11 in MSHS-SM. (1) Grade

11- ABM Pendon–37, (2) Grade 11–Pineda 28 and section of grade 12 students of MSHS-SM.

(1) Grade 12- Buenaventura- 40. (2) Grade 12- Cruz- 38.

Table 1 presents the population and sample size of Accountancy Business and

Management students in Mariveles Senior Highschool- Sitio Mabuhay A.Y. 2024-2025.

 Table 1

Population and Sample size

Respondents Populatio Sample

n size

Accountancy, Business and Management of Students in Mariveles

132 129
Senior High School Sitio Mabuhay

The sample size of the study was the one hundred thirty-two (132) grade 11 and 12 ABM

students in Mariveles Senior High-School- Sitio Mabuhay in the province of Bataan who were

selected using Total Population Sampling by utilizing inclusion, exclusion, and withdrawal

criteria that the researcher considered in looking for the participants of the study.

According to Smith, J (2025), total population would refer to the totality of all the

individuals or entities that one is studying in order to determine whether entrepreneurial attitude

goes in tandem with an entrepreneurial intention. It would encompass every potential

entrepreneur in a specified demographic or geographic location and, therefore, would qualify

researchers to generalize conclusions on the role entrepreneurial attitude plays in entrepreneurial

thinking and behavior.

The total population is the group from which data was collected and analyzed. Population

is a statistical term that describes the group from which the sample is taken for investigation.

This means that it is difficult in terms of cost and time to collect the necessary data for the entire

population, so samples are used for decision making.

A sample of the population must be randomly selected in order to accurately represent the results

of the study as a whole. Valid statistics can be obtained from a sample or survey of the entire

population (MOMOH, 2024)

From data provided by the European Union (EU), according to Eurostat (2023). The

normal resident population, which is the total population in a given area, is the recommended

definition. Population registries or data from the most recent census, modified by factors

contributing to population change since the last census, can be used to determine the population.

A calendar year's average population is determined by taking the arithmetic mean of the

populations of two years in a row. In addition, several "per capita" metrics and demographic data

such as crude rates per 1,000 people are computed using the average population.

The following qualities were linked by the ABM students who were chosen as study

participants. However, according to the study’s policies, students may decline to respond to

questions if the questions may be found offensive. If the students feel it is improper to respond,

they may be entitled to not react at all. If they choose not to participate, they can avoid being

included in the sample.

The researchers collected data by using a sampling technique, namely total population

sampling, which was deemed the most appropriate collection method for the prevailing study.

Researchers can obtain profound insights into the phenomenon as entire population sampling

includes every member of the population of interest. There is less chance of overlooking

important insights from members who are left out because of the population's wider coverage.

The researchers chose this sample strategy because they reasoned that total population sampling

would reduce selection bias, which may suggest scientific misconduct.

 Therefore, respondents from the aforementioned location will be chosen using a total

population sampling technique to extract the necessary data in order to precisely identify the

demographic profile and the relationship between entrepreneurial attitude and entrepreneurial

intention of Accountancy Business and Management students in Mariveles Senior High School-

Sitio Mabuhay.

Table 2

Distribution of Respondents in each section using

Total Population Sampling

Grade & Section Population Sample

11 – ABM Pendon 36 36

11 – ABM Pineda 27 27

12 - ABM Buenaventura 39 39

12 – ABM Cruz 40 32

Data Gathering Instruments

In order to gather data, the researchers will use a survey-questionnaire, which includes a

set of specific questions based on the research topic and about the criteria that respondents will

answer.
 According to Kuphanga (2024), The questionnaire method is a cost-effective, accessible,

and diverse data collection tool for quantitative research. Despite challenges like low response

rates and potential bias, it remains valuable for gaining insights and contributing to knowledge

advancement in various fields.

Survey-Questionnaires offers step-by-step guidance for students conducting surveys using

questionnaires to collect factual information, measure attitudes, and evaluate products, services,

and programs. It provides easy-to-follow guidelines, numerous examples, and exercises to

practice skills (Patten, 2016)

A set of common questions laid out in a standard and logical form to record data from

respondents. Instructions show the interviewer or the respondent how to move through the

questions and complete the schedule. It could be printed on paper or on a computer screen

(Hussain, 2022)

The survey-questionnaire for the ABM students in Mariveles Senior High School Sitio-

Mabuhay, will consist of two (2) parts or sets. Part 1 will consist mainly of the students’

demographic profiles which include age, gender, and grade level. In Part 2, the primary inquiry

will be a questionnaire comprising multiple variables, each of which will contain a set of

questions focused on the relevant subject. A questionnaire is a kind of research instrument that

has a series of questions designed to collect information from participants. There are also closed-

ended questions employed, like the Likert scale. As stated by Elliot (2021). The Likert scale is a

widely used survey tool that offers a range of text-based response options, enabling researchers

to gauge respondents' views and opinions. Rensis Likert created it in the 1930s, and it provides a

more complex analysis than binary questions by allowing researchers to evaluate various degrees
of agreement, significance, and other variables. A variety of rating scales are referred to

collectively by the title "Likert scale" informally.

The Likert Scale was used to elicit a measurable response from ABM students. This scale

has four possible responses and values are assigned ranging from 1 to 4. In the absence of a

neutral option, researchers employ Likert scales to gather severe answers. Researchers can add

four extreme options without a neutral option by using a 4-point Likert scale for priority.

Scale Equivalent Range Interpretation

4 Strongly Agree 4.00-3.00 Strongly Agree

3 Agree 2.99-2.00 Agree

2 Disagree 1.99-1.00 Disagree

1 Strongly Disagree 1.00-0.99 Strongly Disagree

Construction and Validation of Research Instrument

The researchers manually checked a variety of reference sources such as published

books, journals, theses and dissertations to be able to find relevant internet sources. Before the

questionnaire was constructed, focus groups and observations were conducted. In addition, the

researchers thoroughly examined all study equipment before dispersing them. The investigators

analyzed all the data before it was released during the research instruments. The research

instrument was adopted from research studies discovered online.

Following modifications, the survey instrument was sent back to the specialists. It has to

be filtered through the final clearance and representation before responding, if it can go

unfortunately. The researchers verified the content of survey tools including questionnaires.
Although this method improves the experimenter's ability to measure changes within a given

observation, it is particularly useful for experiments that are unit-level studies.

Data Gathering Procedures

The study will take place at Mariveles Senior High School in Sitio-Mabuhay. This

makes it possible for the researchers to get the information they need from the responders. In this

investigation, total population sampling will be used. To explain, the total population sampling

will examine the entire population that have a particular set of characteristics.

Respondents will be given thorough instructions before completing the Google Form

survey, along with help on how to complete it, as answering an online survey is more convenient

for them. Furthermore, the resources are only a short distance away due to their easy

accessibility. Its objective is to obtain answers from study participants that are dependable and

genuine.

Participants will be informed that their answers will only be used for this research project

before they complete the questionnaire. Their personal information was also pledged to be kept

private as part of the ethical considerations of the original study; pseudonyms were adopted

because this study was published for public consumption. In order to analyze the research, the

data are gathered, processed, and examined using the proper analytic methodology.

Data Processing and Statistical Treatment

After being collected via the standardized online survey, all of the data will be processed

using an acceptable statistical method in order to identify the various concerns that the study will
raise. Using the Pearson’s R technique, which measures the linear correlation between the two

variables. The gathered data would be totaled, assessed, analysed, and offered for treatment.

Researchers would also be able to discern, arrange, and carry out an exact examination of the

data presentation thanks to the method.

In particular, frequency count and percentage will be used to determine the majority of

respondents' age and grade level. Mean and standard deviation is used to determine the level of

entrepreneurial attitude, such as budgeting, financial planning, economic awareness, business

ethics and technology, as well as the level of entrepreneurial intention, such as comfort with risk,

creativity and innovation, critical thinking and problem solving, initiative and self-reliance,

communication and collaboration, future orientation, opportunity recognition and flexibility and

adaptability. Also, the strong correlation between ABM students' entrepreneurial attitude and

entrepreneurial intention. Additionally, according to Murugan & Govindarajan (2022), Statistical

package for the social sciences (SPSS) statistical software developed by IBM for data

management, advanced analytics, multivariate analysis, business intelligence, and criminal

investigation. And IBM acquired it in 2009. SPSS consists of a feature through which internal

file structure, data types, data processing, and matching files, together can simplify

programming. SPSS statistics can read and write data also spreadsheets, database and statistics

packages. If there is a significant relationship between the variables, pearson correlation

coefficient R will measure the strength, direction and probability of the linear association

between two interval or ratio variables. (Chee, 2015). Understanding that relationship is useful in

the aforementioned operation because we can use the value of one variable to predict the value of

the other variable. The researcher would be able to determine using this method whether the
ABM students’ entrepreneurial attitude will have an impact on ABM students' entrepreneurial

intention.

According to Heuvel & Zhan (2022), Pearson's correlation coefficient is a measure of

linear association between two random variables, but it is not suitable for nonlinear monotonic

associations. Alternatives like Spearman's rank and Kendall's tau are recommended. This article

demonstrates that these opinions are incorrect and suggests that Pearson's correlation should be

used for nonlinear monotonic associations. It also presents examples of bivariate distribution

functions with nonlinear monotonic associations.

According to Chee (2015), Pearson’s product moment correlation coefficient, or

Pearson’s r was developed by Karl Pearson (1948) from a related idea introduced by Sir Francis

Galton in the late 1800’s. In addition to being the first of the correlational measures to be

developed, it is also the most commonly used measure of association. All subsequent correlation

measures have been developed from Pearson’s equation and are adaptations engineered to

control for violations of the assumptions that must be met in order to use Pearson’s equation

(Burns & Grove, 2005; Polit & Beck, 2006). Pearson’s r measures the strength, direction and

probability of the linear association between two interval or ratio variables.

Ethical consideration

The researchers must prioritize the ethical standards of the essential participants in order

to perform a successful study. At the time the data were gathered, the relevant study participants

had granted their consent to the researchers. These people suffered no harm or injury as a result

of the data collection procedure. Pritha Bhandari (2022) scientists and researchers must always

adhere to a set of ethical guidelines when collecting data from people. Furthermore, they must
not sustain any kind of harm. The researchers conducting the study should ensure a satisfactory

degree of anonymity.

In order to ensure the privacy of the respondents, the researchers must abide by privacy

laws. The respondent must not provide their personal address and data to the researchers.

Geographic location, money, and others are the numerous variables that might have a role.

Additionally, the researcher should refrain from pressuring respondents to submit their responses

in a particular way.

It is necessary to inform the respondents on a regular basis that their personal data will be

collected. Data would be gathered. Control over the information's use should belong to the

respondent. The responder should attest to the veracity and correctness of the data collected. It is

necessary to adequately protect the acquired data. How extremely ethically sound this study was

is demonstrated by the fact that the researchers conducted it in accordance with all regulations.

Trustworthiness Considerations

According to Pilot and Beck (2014), trustworthiness is the level of confidence in the data,

interpretation, and procedures used to guarantee a study's quality. For a study to be deemed

valuable by readers, it is imperative that it clearly outline the techniques and methodologies

employed. Credibility, transferability, dependability, and confirmability are characteristics that

Lincoln and Guba (1985) added to the concept of trustworthiness.

a.) Credibility

Credibility assessed the precision and correctness of the study's conclusions, or its truth

value. This is due in part to the methods used by the researchers as well as their personal
credibility. The employment of procedures like as triangulation, prolonged interaction with the

data, persistent observation, negative case analysis, member checks, and referential adequacy can

enhance the trustworthiness of qualitative investigations.

b.) Transferability

Transferability evaluates whether or not the study's conclusions are relevent in other

contexts. It is also observable from a generalizability perspective. Thick description can be used

in qualitative research to demonstrate transferability by providing enough details about the

study's participants, location, and methods of data collecting. This makes it easier for other

researchers to evaluate if the results are applicable or transferable to other contexts. Even though

transferability cannot be shown beyond an absolute certainty, you can show that it is likely to

confirm the findings and support the validity.

c.) Dependability

According to Braun and Clarke (2021) dependability is the capacity of the research

process to remain stable and consistent throughout time and in a variety of circumstances,

including data collection, analysis, and interpretation. It is important to record the specific

methods used for data collection, processing, and interpretation so that the study may be

theoretically replicated by other researchers and yield trustworthy results. Screening criteria

might be utilized as a substitute to guarantee the dependability of research.

d.) Confirmability

Confirmability is the extent to which other people can validate the results. The term

"confirmability" is synonymous with the word objectivity. Confirmability can be increased in a

number of ways. The researcher can record the procedures for verifying data twice throughout
the study. Another researcher can take a "devil's advocate" stance about the results and record the

methodology. The researcher is able to actively seek out and characterize those that contradict

prior findings. Following the study, a data analysis can be performed to evaluate the methods

employed to gather and process the data and provide conclusions regarding the possibility of bias

or distortion.

Notes in Chapter III

Research on the Pearson correlation coefficient evaluation method of analog signal in the process

of unit peak load regulation. (2017, October 1). IEEE Conference Publication | IEEE Xplore.

https://ieeexplore.ieee.org/document/8265997

Schober, P., Boer, C., & Schwarte, L. A. (2018). Correlation Coefficients: appropriate use and

interpretation. Anesthesia & Analgesia, 126(5), 1763–1768.

Retrieved From.

https://doi.org/10.1213/ane.0000000000002864

Stewart, K., (2024). Pearson’s correlation coefficient.

Retrieved From.

https://www.britannica.com/topic/Pearsons-correlation-coefficient

Momoh, O., (2024). Population: Definition in Statistics and How to Measure It.

Retrieved From.

https://www.investopedia.com/terms/p/population.asp
Wylon, M. (2021). Problematyka definicji miasta i ludności miejskiej w Chińskiej Republice

Ludowej. Prace Geograficzne, 164, 91–103.

Retrieved From.

https://doi.org/10.4467/20833113pg.21.001.13426

Patten, M., (2016). Questionnaire research: A practical guide.

Retrieved From.

https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&as_ylo=2016&as_yhi=2024&q=survey+questionnaire+guide&btnG=#d

=gs_qabs&t=1728790252619&u=%23p%3Dwa035eUArloJ

Kuphanga, D., (2024). Questionnaires in Research: Their Role, Advantages, and Main Aspects.

DOI: 10.13140/RG.2.2.15334.64325.

Retrieved From.

https://www.researchgate.net/publication/

378868278_Questionnaires_in_Research_Their_Role_Advantages_and_Main_Aspects

Hussain, A., (2022). What is a Questionnaire?.

DOI: 10.13140/RG.2.2.34333.79842.

Retrieved From.

https://www.researchgate.net/publication/364093373_What_is_a_Questionnaire

Murugan, S., Govindarajan, B., (2023). Statistical Package for the Social Science
January. International Journal of Business and Economics Research 8(4):616-618.

Retrieved From.

https://www.researchgate.net/publication/

367127751_Statistical_Package_for_the_Social_Science

Elliott, R., (2021).Likert Scale Examples and Definition.

Retrieved From.

https://www.geopoll.com/blog/likert-scale-examples-definition/
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This study extensively engages in the presentation, analysis, and interpretation of data to

investigate the potential correlation between students' entrepreneurial attitude and entrepreneurial

intention at Mariveles Senior High School, Sitio Mabuhay, S.Y. 2023-2024. The chapter

discusses insights from the collected data, providing a comprehensive understanding of the

relationship between entrepreneurial attitude and entrepreneurial intention. Furthermore, it offers

thoughtful interpretations of the findings.

For a clear and comprehensive presentation of findings, this chapter is partitioned into

three (3) parts matching the specific questions raised in Chapter I.

Part I deals on the demographic profiles of the students in terms of age and gender and grade

level.

Part II reflects the level of entrepreneurial attitude and entrepreneurial intention of ABM students

in terms of: Achievement, Autonomy, Tendency, Risk Taking, Drive and Determination,

Attitude towards the behavior, Subjective norms, and Behavioral control.

Part III determines the significant relationship between the student's entrepreneurial attitude and

entrepreneurial intention.

Part I. Demographic Profile of Students

 Table 1

Distribution of respondents by Age

Age Frequency Percentage

15 1 0.78%

16 38 29.46%

17 55 42.64%

18 26 20.16%

19 7 5.43%

20 1 0.78%

21 1 0.78%

Total 129 100%

Variable Frequency % Mean Std. Deviation

Age 10-13 0 0 0 0

14-17 94 72.87% 3.06 0.68404

18-21 35 27.13% 3.19 0.64843

Total 129 100.00% 3.09 0.67443

The highest percentage are 17 years old with 42.64 percent and followed by the 16

years old with 29.46 percent. This indicates that the data sample is mostly young students. This

is consistent with Haski-Leventhal et al. (2017), who asserted that older students are more likely

to have firmer moral orientations and a stronger sense of appreciation for Corporate Social

Responsibility (CSR) than the younger ones. The dominance of the younger respondents might

mean that attitudes toward CSR and ethical responsibilities among them are not yet developed.

Gender distribution figures also show female students 66.67 percent to outnumber considerably

male students 32.56 percent.

The table below indicates that most of the respondents are aged 14–17 (72.87%), and a

smaller percentage is aged 18–21 (27.13%). The mean values reveal that the older respondents

(18–21) scored a little higher (3.19) than the younger ones (3.06), which may imply that the

older students possess a more mature outlook on the topic.

Haski-Leventhal et al. (2017) researched and discovered that female students were

more likely than male students to be disposed in favor of ethical responsibilities and exhibit

higher openness in favor of adjusting the curriculum related to CSR and Responsible

Management Education (RME). Since female students dominate this dataset, their views are

likely to be biased toward ethical business education and social responsibility. These results

support the need for incorporating CSR-oriented education at an early stage in students’

academic life, especially in institutions emphasizing responsible management education.

Table 2
 Distribution of respondents by Gender

Gender Frequency Percent

Male 42 32.56%

Female 86 66.67%

Bisexual 1 0.78%

Total 129 100%

Mean Mean

Gender Entrepreneurial Entrepreneurial

Attitude Intention

Male 3.11 3.14

Female 3.09 3.13

Bisexual 2.84 3.27

The table shows the gender distribution of respondents, with most participants being

female 66.67 percent followed by male respondents 32.56 percent, and a minimal percentage

0.78% percent claiming to be bisexual. This indicates the dominance of female respondents in

the study.
 Moreover, the table below shows total mean of entrepreneurial attitude and

entrepreneurial intention along various gender identities. Males have the highest entrepreneurial

attitude (3.11) and entrepreneurial intention (3.14), which are closely followed by females (3.09

for attitude and 3.13 for intention). Surprisingly, bisexual respondents have the lowest

entrepreneurial attitude (2.84) but the highest entrepreneurial intention (3.27). This indicate that

while bisexual would perceive themselves to be less entrepreneurial in attitude, they may still be

more prone to start up a business. The data is also an indicator of potential variations in

entrepreneurial attitude and intention across genders, to be explored in business research and

studies.

However, these results contradict the study of Haski-Leventhal et al. (2017) regarding

corporate social responsibility (CSR) and responsible management education (RME) attitudes

and gender differences. They found that females are more considerate of ethical duties than their

male counterparts and also more open to curriculum changes regarding CSR and RME. The

increased ratio of female subjects in this research may reflect increased sensitivity towards social

responsibility and ethical business, corroborating the idea that women are more attuned to CSR

ethics. Moreover, the reduced ratio of other genders, i.e., bisexual persons 0.78 percent, may

reflect that follow-up research studies can examine varied gender viewpoints about CSR and

corporate social responsibility studies. These results highlight the need for business education to

provide a place of inclusion so that multiple perspectives may shape the education of future

moral leaders.

Table 3
 Distribution of respondents by Grade Level

Grade level Frequency Percentage

11 62 48.06%

12 67 51.94%

Total 129 100%

The table 3 shows the distribution of Accountancy, Business, and Management

(ABM) strand respondents by grade level. Most of the participants are Grade 12, with 51.94

percent of the total respondents, followed by Grade 11 students with 48.06 percent. This shows a

very close representation of both grade levels, with a slight greater amount of Grade 12 ABM

students in the study.

Part II. Level of entrepreneurial attitude and entrepreneurial intention of the respondents
 Table 4
Entrepreneurial attitude in terms of Achievement

Mean Standard Descriptive

Achievement
Deviation Rating

1. I tend to focus on the present and the

future more than the past.
3.36 0. 54397 Strongly Agree

Mas binibigyan ko ng pansin ang

kasalukuyan at hinaharap kaysa sa
nakaraan.

2. I believe that doing good work is

more important than trying to win
others over. 3.52 0.50157 Strongly Agree

Naniniwala ako na mas mahalaga ang

paggawa ng mabuti kaysa sa
pagpapakita ng kagustuhang manalo
laban sa iba.

3. I would want to assume

responsibility for myself, Instead of
relying on a team. 3.19 0.58319 Strongly Agree

Imbes na umasa sa isang grupo, mas

gusto kong akuin ang responsibilidad
para sa sarili ko.

4. I choose challenges that push my

capabilities instead of tasks that can be
 completed effortlessly. 3.16 0.54185 Strongly Agree

Ako ay pumipili ng mga hamon na

tinutulak ang aking mga kakayahan sa
halip na mga gawain na maaaring
maisagawa nang walang pagod.

5. I simply concentrate on the task that

will allow me to realize my goals.
3.18 0.56527 Strongly Agree

Nakatuon lang sa gawain na

makakatulong sa akin na matamo ang
mga layunin ko.

Average 3.28 0.54717 Strongly Agree

Taking into the highest mean of 3.52 ( SD = 0.50157 ) with a descriptive rating of

Strongly Agree, indicates that respondents value doing good work over seeking approval or

competition, reflecting intrinsic motivation and a focus on self-improvement rather than external

validation. While having the lowest mean of 3.16 ( SD = 0.54185 ) with a descriptive rating of

Strongly Agree, respondents prefer tasks that challenge their abilities rather than easy ones.

Overall, a mean rating total of 3.28 (SD = 54717) respondents have a strong drive for

achievement, valuing hard work, responsibility, and goal-setting

In the findings in table 4 with the study of Cherry (2019), saying that people with high

levels of autonomy have a strong desire to assume personal responsibility, set and achieve

moderately challenging goals, and receive performance feedback.

 Table 5
Entrepreneurial attitude in terms of Autonomy

Mean Standard Descriptive

Autonomy
Deviation Rating

1. I enjoy taking an unusual approach to

things.
2.84 0.69362 Agree

Ako ay nasisiyahan sa pagkuha ng isang

hindi pangkaraniwang diskarte sa mga
bagay.

2. I am content to allow someone else to

take the lead when I am in a group.
2.95 0.59042 Agree

Kontento akong hayaan ang iba na

manguna kapag ako ay nasa isang grupo.

3. I prefer to go about things in my

manner, oblivious to what others think.
2.87 0.67754 Agree

Mas gusto kong gawin ang mga bagay sa

sarili kong paraan, hindi alintana ang
iniisip ng iba.

4. I find working alone more preferable

than working with others.
2.77 0.79561 Agree

Mas gusto kong magtrabaho nang mag-isa

kaysa makipagtulungan sa iba.
 5. I must communicate my thoughts.
3.23 0.53781 Strongly Agree
Kailangang maipahayag ko ang aking
mga iniisip.

Average 2.93 0.659 Agree

The results show that respondents focus on personal autonomy alongside the

willingness to participate in group work, showing a middle level of autonomy. Even though the

lowest preference for working alone is at the mean 2.77, which shows that they oppose

collaboration, their highest mean 3.23 for expressing their views indicates that they support

collaboration. Overall, the average total mean was 2.93 (SD = 0.659) . This balance indicates that

independence is valued, but there is an appreciation for social interaction and, where necessary,

the collaboration.

This is consistent with a research by Damianus et al. (2022) that shows the connections

between employee performance, the work environment, and an entrepreneurial attitude. An

adversarial study by Hasibuan et al. (2022) highlights the importance of entrepreneurial

education in forming cognitive abilities and drive.

 Table 6
Entrepreneurial attitude in terms of Tendency

Mean Standard Descriptive

Tendency
Deviation Rating

1. I frequently daydream.
2.97 0.78996 Agree
Madalas akong mangarap ng gising.

2. People occasionally find my concepts

strange.
2.93 0.54752 Agree

Paminsan-minsan, nakikita ng mga tao na

kakaiba Ang aking mga konsepto.

3. Others believe I have a lot of questions.

2.90 0.59746 Agree
Naniniwala ang iba na marami akong mga
katanungan.

4. I enjoy having order in my life.

3.32 0.57261 Strongly Agree
Masaya ako na may kaayusan sa aking
buhay.
 5. I am capable of managing multiple tasks
at once.
2.64 0.73885 Agree

Kaya kong pamahalaan Ang maraming

gawain nang sabay-sabay.

Average 2.95 0.64928 Agree

Thus, an inclination associated with the highest mean score of 3.32 (SD=0.57261) and

descriptive rating as "Strongly Agree" indicates a strong likelihood of preference among

respondents for life being structure or organized. The lowest mean score, however, was 2.64

(SD=0.73885), with a descriptive rating of "Agree," which comes across as being a fairly

moderate self-perception when it comes to handling more than one task at one time. Standard

deviation figures higher in this case, showing that variability of responses is greater in terms of

individual differences in multitasking abilities. The rest of the statements show means huddled

around 2.9, with "Agree" ratings. This indicates a general tendency toward daydreaming, having

ideas that others perceive as odd, and being viewed as inquisitive. Overall, the information

reveals a subtle profile with a mean rating of 2.95 (SD = 0.64928). Further research could

understand the respondent group so well that the same applies to findings about themselves in

personality models.

These findings in Table 6 correlate to a strong preference for order and structure, as

well as planning and execution in attaining entrepreneurial goals cited by Morris (2022). The

tendency towards daydreaming, thinking outside the box, and being inquisitive-they are traits
with which might interact with creativity and innovation and are necessary to recognize and

respond to needs in the market that have been emphasized by Morris (2022).

Table 7
Entrepreneurial attitude in terms of Risk Taking

Mean Standard Descriptive

Risk taking
Deviation Rating

1. I will attempt to complete the task even

if failure is probable.
3.29 0.54763 Strongly Agree

Susubukan kong tapusin Ang gawain kahit

na malamang na mabigo ako.

2. I would rather forego an event I know I

would like in favor of one that could lead
3.05 0.61059 Strongly Agree
to even better things.

Mas gugustuhin kong iwasan ang isang

kaganapan na alam kong magugustuhan
ko para sa isa na maaaring humantong sa
mas magandang bagay.

3. It is not difficult for me to request favors

from others.
2.66 0.67888 Agree
 Hindi mahirap para sa akin na humingi ng
pabor sa iba.

4 I take a risk if the likelihood of success is

great.
2.88 0.75008 Agree

Ako ay sumasama sa panganib kung

malaki ang posibilidad ng tagumpay.

5. I enjoy beginning brand-new, possibly

dangerous ventures.
2.88 0.66153 Agree

Masaya ako na magsimula ng mga bagong

posibleng mapanganib na
pakikipagsapalaran.

Average 2.95 0.64974 Agree

The mean and standard deviation figures provide additional information about how

people often react to various situations involving risk-taking. With mean ratings ranging from

2.66 (SD = 0.67888) to 3.29 (SD = 54763) for each item, the majority of respondents generally

agree with the claims, but to differing degrees. The standard deviations, ranging from 0.54 to

0.75, suggest some diversity in how strongly people feel about risk-taking, with the highest

variability seen in the fourth statement. The descriptive ratings of "Strongly Agree" for
statements 1 and 2, and "Agree" for statement 3, overall, the mean rating has a total of 2.95 (SD

= 0.64974) which suggest that respondents generally feel positive about taking risks, though the

responses indicate a moderate rather than an extreme inclination toward risk-taking.

This supports the study of Cruz (2024) regarding The Influence of the Entrepreneurial

Mindset of Negosyo Center Matnog as an Advisor of Micro Small and Medium Enterprises.

Risk-taking has been identified as one of the critical aspects of mindset for the entrepreneur.

Table 8
Entrepreneurial attitude in terms of Drive and Determination

Drive and determination Mean Standard Descriptive

Deviation Rating

1. I have to put in a lot of effort if I want to

excel in anything.
3.48 0.51691 Strongly Agree

Kailangan kong magtrabaho ng mabuti

kung gusto kong maging magaling sa kahit
anong bagay.

2, In general, people receive what they

deserve.
3.14 0.60910 Strongly Agree

Karaniwan, nakukuha ng mga tao ang

dapat sa kanila.

3. Every time I plan to do something, I

follow through on those intentions.
 3.09 0.59988 Strongly Agree
Kapag may plano akong gawin, ginagawa
ko talaga.

4. For me, success is not based on location

or timing.
3.37 0.63823 Strongly Agree

Para sa akin, hindi nakadepende sa lugar

o oras ang tagumpay.

5. For me, Success is a product of hard

work; luck has nothing to do with it.
3.53 0.55967 Strongly Agree

Para sa akin, ang tagumpay ay resulta ng

pagsisikap; wala namang kinalaman ang
suwerte.

Average 3.32 0.58476 Strongly Agree

With a highest mean of 3.53 ( SD = 0.55967 ) and a descriptive rating of Strongly

Agree, showing that respondents strongly believe success is a result of hard work rather than

luck, while the lowest mean of 3.09 ( SD = 0.59988 ) with the descriptive rating of Strongly

Agree, Respondents strongly agree that they follow through with their plans, reflecting a sense of

responsibility and determination, though the score is the lowest among the five. Overall, a mean

total of 3.32 (SD = 0.58476) responses suggest a group of individuals with a strong belief in hard
work, effort, and determination as key drivers of success.

In line with the study of Miami Business Plans (2018), the drive is an individual trait

that motivates people to question and accept the status quo and the motivation pushes people to

step outside of their comfort zones and look for new chances that could lead to success.

Table 9
Entrepreneurial intention in terms of Attitude towards the behavior

Attitude towards the behavior Mean Standard Descriptive

Deviation Rating

1.Having a stable job is vital to me.

3.53 0.61336 Strongly Agree
Mahalaga sa akin ang pagkakaroon ng
matatag na trabaho

2.I would like to take advantage of market

opportunities for monetary achievement.
3.16 0.55127 Strongly Agree

Gusto kong samantalahin ang mga

oportunidad sa merkado para sa
tagumpay na pinansyal.

3.My ideal job would be exciting

3.26 0.59001 Strongly Agree
Ang ideal na trabaho para sa akin ay dapat
 maging kapanapanabik.

4.I desire financial independence.

3.37 0.60039 Strongly Agree
Ninanais ko ang kalayaang pinansyal.

5.I want to be in charge at work

2.92 0.73540 Agree
Gusto ko ako ang namumuno sa trabaho.

Average 3.08 0.65298 Strongly Agree

Employees desire job security (Mean = 3.53, SD = 0.61336, simply classified as

Strongly Agree). On the contrary, the lowest mean was 2.92 (SD = 0.73540), receiving a

descriptive grade of Agree which suggests a less willingness for commanding authority at the

workplace. Overall, the total average of mean was 3.08 (SD = 65298) which suggests that the

respondents would rather have job security than the ability to control things at work.

According to Damianus et al. (2022), there is a strong correlation between the

entrepreneurial orientation and the performance behavior of the work environment. Therefore,

Malolos (2017) stipulated the need for student entrepreneurship, and Gonzales (2023) showed

that students are not afraid to work because believe in their skills and knowledge. This suggests

that a path for success in the career stems from the concern for job security within the context of

the studies and the construction of entrepreneurship.

 Table 10
Entrepreneurial intention in terms of Subjective Norms

Subjective Norms Mean Standard Descriptive

Deviation Rating

1.My family believes that I will start my

own business.
2.93 0.75194 Agree

Naniniwala ang pamilya ko na

magsisimula ako ng sarili kong negosyo.

2. My important friends believe I should

start my own business.
2.94 0.67026 Agree

Naniniwala ang mga mahalaga kong

kaibigan na dapat akong magtayo ng sarili
kong negosyo

3. People whose opinions I appreciate have

started their businesses within the first five
2.88 0.64503 Agree
years of their graduation from college.

Ang mga tao na pinahahalagahan ko ang

opinyon ay nagsimula ng kanilang mga
negosyo sa loob ng unang limang taon
pagkatapos nilang magtapos sa kolehiyo
 4. I place a lot of value on my family's
viewpoint.
3.50 0.54664 Strongly Agree

Pinahahalagahan ko nang husto ang

pananaw ng aking pamilya.

5. I am very influenced by the opinions of Strongly Agree

the people who are important to me.
3.17 0.65101

Malaki ang impluwensya sa akin ng mga

opinyon ng mga taong mahalaga sa akin.

Average 3.08 0.65298 Strongly Agree

The highest mean score of 3.50 (SD = 0.54664), with a "Strongly Agree" opinion,

shows that respondents give priority to family opinions when considering entrepreneurial

activities. This shows a really big reliance on family for support and guidance. The

overwhelming influence of family corresponds with research that supports social networks and

support systems as contributors to entrepreneurial success. Conversely, the lowest mean score

(M=2.88; SD=0.64503), indicating "Agree," suggests that respondents still consider the

experiences of people but to a lesser degree than family influence in their formation of

entrepreneurial intentions. The total average of mean was 3.08 (SD = 0.65298), therefore, when

making entrepreneurial decisions, they tend to emphasize their personal situation and personal

conviction rather than merely building on the experiences of others. Thus, family support weighs
heavily in respondents' decision-making around close networking opportunities for

entrepreneurship. While they acknowledge the experiences of others, it is primarily their own

assessment about family networks that influence the respondents in the development of their own

entrepreneurial intent.

Thus far in the subjective norm findings, the similarity we find is the strong emphasis

on family when considering entrepreneur decision-making. This can be understood alongside the

findings presented by Minton et al. (2018), with social norms playing an important but different

role across contexts. Where Minton et al. (2018) use a national culture embodying pragmatism,

this study very clearly indicates how a close social network impacts entrepreneurial intentions.

But the less strong influence of the actual behaviors of others in the present study argument the

case that, unlike Minton et al.'s (2018) conceptualizations of attitudes in the context of

sustainable consumption, the immediate observation of others' success in entrepreneurship

comparatively seems to matter less for the respondents' decisions. Instead, it appears the derived

internalized norms and values from close networks, especially family, drive entrepreneurial

aspirations in this particular case.

Table 11
Entrepreneurial Intention in terms of Behavioral Control

Behavioral Control Mean Standard Descriptive

Deviation Rating

1. After completing my schooling I would

find It quite simple to launch a business
within the first five years. 2.93 0.65175 Agree
Pagkatapos kong matapos ang aking pag-
aaral, madali ko nang maitatag ang isang
negosyo sa loob ng unang limang taon.

2. I am confident that if I launched my own

business within the first five years of
finishing my studies, I would be a success. 2.99 0.61867 Agree

Kumpiyansa ako na kung maglulunsad ako

ng sarili kong negosyo sa loob ng unang
limang taon matapos kong matapos ang
aking pag-aaral, magiging matagumpay
ako.

3. I feel confident enough to launch my

own company within the first five years of
finishing my education. 2.95 0.74385 Agree

Pakiramdam ko ay sapat ang aking

kumpiyansa na maglunsad ng sarili kong
kumpanya sa loob ng unang limang taon
matapos kong makapagtapos ng aking
pag-aaral.

4. Whatever I start my own business within

the first five years of graduating from
college is entirely up to me. 2.97 0.62422 Agree

Kung magtatayo man ako ng sarili kong

negosyo sa loob ng unang limang taon
pagkatapos magtapos ng kolehiyo ay
nakasalalay lamang sa akin.

5. Within the first five years after finishing

my courses, I will be knowledgeable
enough to launch my firm. 2.86 0.64643 Agree
 Sa loob ng unang limang taon pagkatapos
kong matapos ang aking mga kurso,
magiging sapat na ang aking kaalaman
upang ilunsad ang aking kumpanya.

Average 2.94 0.65698 Agree

With the highest mean of 2.99 (SD = 0.61867), respondents are most confident that they would

succeed in launching a business within five years of graduation. The lowest mean of 2.86 (SD =

0.64643) suggests some uncertainty about having enough knowledge. Overall, the total average

mean was 2.94 (SD = 0.65698) which indicates that respondents show moderate entrepreneurial

confidence, with success expectations outweighing concerns about preparedness.

In line with the study of Taylor (2018), Behavioral control is the values, aspirations and

preferences that influence intentions and these in turn predict planned behavior such as

entrepreneurship.

Part III. Significant Relationship between ABM Students’ Entrepreneurial Attitude and

Intention

Table 12 exhibits the Pearson-Product Moment Correlation on the significant relationship

between ABM student’s entrepreneurial attitude and entrepreneurial intention.

 .

Table 12

Probability Values and Decisio n on the Significant Relationship between ABM

Students’ Entrepreneurial Attitude and Entrepreneurial Intention.

Entrepreneurial Attitude

Pearson’s r Description p-value Decision Remarks

Entrepreneuria Direct and

l Intention 0.728 High <0.000 Reject Ho Significant

Correlation

At 0.05 level of significance

With a p-value of <0.000, which is well below the alpha level of 0.05, the null

hypothesis is rejected, confirming a statistically significant relationship between ABM student’s

entrepreneurial attitude and entrepreneurial intention. The study by Ari et al. (2020) is supported

by these findings, which highlight the significance of entrepreneurial education in defining

knowledge and cultivating an entrepreneurial attitude, thereby preparing students for

entrepreneurship. The impact of entrepreneurial education and preparedness is effectively

mediated by this study by Ari et al. (2020), which also validated the favorable association

between entrepreneurial knowledge and the entrepreneurial attitude.

 Notes in Chapter IV

School of Graduate Studies, St. Louise de Marillac College of Sorsogon Inc., Sorsogon City,

Philippines. (2024). The influence of the entrepreneurial mindset of Negosyo Center Matnog on

micro small and medium enterprises. In United International Journal for Research &

Technology. https://UIJRT.COM

Abun, D., Foronda, S. L. G. L., Belandres, M. L. V., Agoot, F., & Magallanez, T. (2018).

Measuring Entrepreneurial Knowledge and Entrepreneurial Intention of ABM Grade XII, Senior
High School students of Divine Word Colleges in Region I, Philippines. Engineers Publication

House.

Retrieved From.

https://doi.org/10.13140/rg.2.2.31410.66249

Morris, M. H. (2022). Re-thinking Content: Teaching Students about Entrepreneurship versus

How to Be an Entrepreneur. The Journal of Entrepreneurship, 31(2), 11–37.

Retrieved From.

https://doi.org/10.1177/09713557221107434Gonzales, H. G. & University of Science and

Technology of Southern Philippines. (2023). AN ANALYSIS OF THE ENTREPRENEURIAL

MINDSET AND GOALS AMONG SENIOR HIGH SCHOOL STUDENTS IN REGION 10,

PHILIPPINES. In Sci.Int.(Lahore).

Retrieved From.

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=+

%22AN+ANALYSIS+OF+THE+ENTREPRENEURIAL+MINDSET+AND+GOALS+AMON

G+SENIOR+HIGH+SCHOOL+STUDENTS+IN+REGION+10%2C+PHILIPPINES

%22+cites+Gonzales+%282023%29&btnG=#d=gs_qabs&t=1728185659688&u=%23p

%3DyAKItgrxnygJ,

Elizabeth A. Minton, Nathalie Spielmann, Lynn R. Kahle, Chung-Hyun Kim,

The subjective norms of sustainable consumption: A cross-cultural exploration,

Journal of Business Research,

Volume 82, 2018, Pages 400-408, ISSN 0148-2963,

https://doi.org/10.1016/j.jbusres.2016.12.031..

Acosta, Jeanne & Fulgencio, Jezrell & Decena III, Jose. (2022). Teachers' Financial

Management Assessment: Basis for Technical Assistance. International Journal of

Multidisciplinary Research Review. Vol. 3.

Retrieved From.

https://www.researchgate.net/publication/

366214693_Teachers'_Financial_Management_Assessment_Basis_for_Technical_Assistance

Saptono, Ari & Wibowo, Agus & Narmaditya, Bagus & Karyaningsih, Rr & Yanto, Heri.

(2020). Does entrepreneurial education matter for Indonesian students’ entrepreneurial

preparation: The mediating role of entrepreneurial mindset and knowledge. Cogent Education.

7.10.1080/2331186X.2020.1836728.

Retrieved From.

https://www.researchgate.net/publication/

346348405_Does_entrepreneurial_education_matter_for_Indonesian_students’_entrepreneurial_

preparation_The_mediating_role_of_entrepreneurial_mindset_and_knowledge

McKinnon, D. H. &. M. P. &. A. (2017). The Role of Gender and Age in Business Students’

Values, CSR Attitudes, and Responsible Management Education: Learnings from the PRME

International Survey. Ideas.repec.org.

Retrieved From.

https://ideas.repec.org/a/kap/jbuset/v146y2017i1d10.1007_s10551-015-2936-2.html
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination

theory perspective: Definitions, theory, practices, and future directions. Contemporary

Educational Psychology, 61, 101860.

Retrieved From.

https://doi.org/10.1016/j.cedpsych.2020.101860

Domingo, E., Ethical Conduct in Business Organizations: The Perceptions of Senior High

School Students. 8TH NATIONAL BUSINESS AND MANAGEMENT CONFERENCE, 455.

Retrieved From.

https://scholar.google.com/scholar?

as_ylo=2020&q=business+ethics+of+abm+student&hl=en&as_sdt=0,5#d=gs_qabs&t=17282135

59246&u=%23p%3DBXEpqRqVILAJ

Buyco, Stephannie & Achay, Jeaneth & Aligonero, Crystel & Babila, Alexandra & Banusing,

Bonita & Columbres, Cristina & Dayon, Daniel & Cruz, Rydylyn & Ledesma, Rhealyn &

Lopez, Dinah & Viñola, Trisha & Decena III, Jose. (2023). Entrepreneurial Attitude and

Intentions among Accountancy, Business, and Management Students at Tacurong National High

School. 10.13140/RG.2.2.27069.84965.

Retrieved From.

https://www.researchgate.net/publication/

372236335_Entrepreneurial_Attitude_and_Intentions_among_Accountancy_Business_and_Man

agement_Students_at_Tacurong_National_High_School
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

SUMMARY OF FINDINGS

This study seeks to determine the whether there is a significant relationship between
ABM student's entrepreneurial attitude and entrepreneurial intention at Mariveles Senior High

School-Sitio Mabuhay S.Y 2024-2025

Specifically, this study seeks to answer the following questions;

1. What is the profile of the students in terms of:

1.1 Age;

1.2 Gender; and

1.3 Grade Level?

2. What is the level of Entrepreneurial Attitude in terms of:

2.1 Achievement;

2.2. Autonomy;

2.3. Tendency;

2.4. Risk Taking; and

2.5. Drive and Determination?

3. What is the level of Entrepreneurial Intention in terms of:

3.1. Attitude towards the behavior;

3.2. Subjective norms

3.3. Behavioral control?

4. Is there a significant relationship between ABM student’s Entrepreneurial Attitude and

Entrepreneurial Intentions?

5. What impact do the findings of this study have on educators teaching entrepreneurship?

Since grade 11 and 12 students of MSHS - SM consists of 2 sections for grade 11 and 2

sections for grade 12 and the total sample size is 129 as determined by the office of the school

registrar. From the total population of ABM students of grade 11 ABM Pineda and 11 ABM

Pendon total are 62 and grade 12 ABM Buenaventura and 12 ABM Cruz total are 67.

The researchers collected data by using a sampling technique, namely total population

sampling, which was deemed the most appropriate collection method for the prevailing study.

Researchers can obtain profound insights into the phenomenon as entire population sampling

includes every member of the population of interest.

Frequency count and percentage will be used to determine age and gender and grade

level of the students' profile in Mariveles Senior High School Sitio-Mabuhay. Mean and standard

deviation is used to determine the level of Entrepreneurial attitude and Entrepreneurial intentions

in terms of achievement, autonomy, tendency, risk taking and drive and determination. Pearson's

r correlation tool is used.

Based on the data, the following are the findings of the study:

1. On the Demographic Profile of the Students

The distribution of respondents by age show's that most of the respondents is 17 years

old. In terms of distribution of respondents by gender, it shows that there are more female
respondents than male. Majority of the surveyed students shows that the distribution is mostly

participated by Grade 12 than Grade 11.

2. On the level of ABM students’ Entrepreneurial Attitude

Among the five (5) factors, most respondents gave about the same importance to good

work over winning others with an average rating of 3.52, while a low average of 3.16 shows they

are ready to tackle challenges that push their capabilities, indicating more focus on personal

development and goal accomplishment.

3. On the level of ABM students’ Entrepreneurial Intention

Out of the 5 factors, the majority of respondents prioritize family opinions in the

consideration of entrepreneurial activities with an average score of 3.50, whereas a low average

of 2.88 indicated that respondents still consider people's experiences but to a lower extent than a

family influence in their entrepreneurial intention formation.

Conclusion

Based on the findings of the study, the following are hereby concluded by the

researchers:

1. The hypothesis that there is no significant relationship between entrepreneurial

attitude and entrepreneurial intention of students in Mariveles Senior High School-Sitio

Mabuhay is rejected. The Pearson's r correlation tool showed that the 129 Grade 11 and 12 ABM

students who answered the questionnaire had a p-value of 0.000 with 0.05 alpha level. Since

p(0.000) > 0.05, null hypothesis is rejected. In other words, there is a significant relationship

between entrepreneurial attitude and entrepreneurial intention of the students. Specifically, the
value of r is 0.728 which concludes that there is a direct and high correlation between the two

variables

Recommendations

1. Mariveles Senior High School - Sitio Mabuhay ABM students are encouraged to

engage in real-world business simulations such as training practices, which apply the

Experiential Learning Theory by David Kolb (1984), in order for them to learn abilities

necessary for entrepreneurship that can be applied to future purposes when entering the business

world. Furthermore, the students need to be exposed to mentorship initiatives with local business

people so that they understand first-hand how companies operate and make decisions. By doing

so, the suggestion not only supports experiential learning but also increases scope for real-world

application.

2. Mariveles Senior High School - Sitio Mabuhay aspiring entrepreneurs are encouraged

to seek guidance and mentorship with successful entrepreneurs or business teachers whom can

provide valuable insights, improvements and guidance on starting and managing a business.

Guidance by mentors enables learners to acquire ideas from practical life, and therefore, develop

entrepreneurship skills and ways of doing business. Furthermore, regular consultations with

mentors like educators or entrepreneurs may enhance their self-confidence and streamline their

entrepreneurial outlook, making them more prepared to start businesses in the future.
 3. Educators must take an active role in mentoring students, providing constructive

feedback, and helping students refine their business ideas which acknowledge the importance of

supporting continuous professional development on business. By actively engaging with students

and demonstrating a genuine interest in entrepreneurship, educators can create a learning

environment that not only fosters business knowledge but also emphasizes the critical

role of entrepreneurial skills in driving innovation and long-term success in the business world.

4. Education policymakers may improve the senior high school curriculum by adding

more hands-on entrepreneurship lessons for ABM students. The Highschool department will

benefit the most from this curriculum, students can help gain practical experience and build

confidence in starting their own businesses. This is to prepare students for future careers and

support economic growth.

5. Future employers must cultivate an entrepreneurial attitude and develop their

entrepreneurial intentions early. Through internships, business training, and collaboration with

successful entrepreneurs, they can gain valuable experience. To become effective leaders, they

must develop qualities such as achievement, autonomy, risk-taking, drive, and determination,

along with a strong attitude toward behavior, subjective norms, and behavioral control. By doing

so, future employers will be well-prepared to run businesses, manage employees, and contribute

confidently to economic growth.

6. Future researchers are encouraged to explore additional factors that influence the

development of entrepreneurial intentions among ABM students. Beyond entrepreneurial

attitude, elements such as, Perceived feasibility, Attitude toward entrepreneurship, and Perceived

desirability should be considered. This study must be able to look into these areas to understand

how students can be prepared better for future business opportunities. Filling in these gaps in

research should add value to future researcher studies through the results that will enhance

entrepreneurship education and inspire upcoming business leaders.